REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
MELCs
Definitive Budget of Work
(DBOW)
MATHEMATICS
MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN MATHEMATICS 1 TO 10 FOR SY 2022-2023
This Definitive Budget of Work in Mathematics for Grades 1 to 10 is based on the Most Essential Learning Competencies (MELCs) in
Mathematics which were sub-tasked to ensure the full coverage of the MELCs given the number of school days in the school calendar
in this time of pandemic. This aims to serve as a guide to Mathematics teachers in the National Capital Region on the topics they need
to teach in order to meet the standards of the curriculum.
Features/Elements
The MELCs Definitive Budget of Work (DBOW) in Mathematics has the following components:
A QUARTER 1
B Content Standard:
C Performance Standard:
D
#
1
E MELC
G Number
of days
taught
H Remarks
E
F Day 1:
Day 2:
Day 3:
Day 4:
A: is the quarter covered by the DBOW on the particular grade level in Mathematics
B: lists down the content standard/s for the particular math domain
C: lists down the performance standard/s for the particular math domain
D: is the continuous numbering of MELCs in the grade level. In this way, it would be easier to identify any MELC in any grade level. It can
be noted that there are 544 MELCs in Mathematics from Grades 1 to 10 which breakdown as follows:
Grade 1 – 38
Grade 3 – 56
Grade 5 – 75
Grade 7 – 53
Grade 9 – 46
Grade 2 – 54
Grade 4 – 67
Grade 6 – 62
Grade 8 – 52
Grade 10 – 41
E: is the list of MELCs in the identified quarter. Note that those in bold font are the original MELCs issued by the central office.
F: is the unpacked/sub-tasked MELCs broken down into smaller learning competency (LC) distributed to the number of days indicated
in the time allotment of MELCs. However, most of the time, the DBOW writers veered away from the time allotment since the issued
MELCs of the Central Office contains 9 weeks per quarter in Mathematics, but the school calendar only has 8 weeks per quarter. There
are also instances that the MELC cannot be unpacked since the MELC is already too specific.
G: shows the number of days the specified MELCs should be taught.
H: contains the remarks indicating the prerequisite skills that needed to be taught prior to the teaching of the specified MELC. It also
contains tips and advice on how to better foster among learners the mastery of the indicated MELC.
Prerequisite competencies that were indicated in column H came from the quarterly MELCs audit conducted by the Curriculum and
Learning Management Division (CLMD) of DepEd-NCR during the SY 2020-2021. The MELCs audit showed competencies that were not
covered by teachers in the said school year. This is to address learning gaps that might occur since the mathematics curriculum is in a
spiral progression.
How to Use this MELCs DBOW in Mathematics
This MELCs DBOW in Mathematics is a guide for teachers that they can use as a reference in crafting their learning plan as well as
the Weekly Learning Plan for learners.
Math
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teachers should:
be aware of the features/elements of this DBOW as discussed in the previous section.
look for the grade level being handled and the quarter at the time of teaching.
identify the MELC that needs to be taught for the quarter.
be conscious of the prerequisite competency/ies indicated in column H that they need to discuss prior to the teaching of the
current competency. It is recommended that the discussion and exercises for the prerequisite competency be given during
Saturdays as a remediation activity addressing the learning gap.
consider the tips or advice also placed under column H in order to enhance the mastery of the competencies.
examine and implement the LC per day in order to fully cover the MELC.
design lessons using the DBOW considering the number of days the MELC must be taught.
deliver the LCs as specified in the DBOW using varied platforms considering the learning modality of the learner.
Note that the DBOW only covers instructional time – the time devoted for teaching. The DBOW does not include the time for orientations,
formative and summative assessments, remediation, and other teaching and learning activities to give way for the academic freedom
of teachers. According to the school calendar, there are around 52 days every quarter and yet the maximum number of instructional
days that can be seen in this DBOW is only 32 days. This means that the teacher has 20 days to devote for learning recovery and more
opportunities for exercises through the formative assessment, orientation, conduct of summative assessments, intervention activities, etc.
To illustrate this, Day 1 (August 22, first day of classes) doesn’t mean to be the Day 1 of instruction here in DBOW since we all know that
orientation is usually conducted during the first day of class. Hence, Day 1 of instruction might fall on Day 2 or even Day 3 of the school
year depending on the class schedule of the learner and the strategy of the teacher.
MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN MATHEMATICS 1 TO 10 FOR SY 2021-2022
TECHNICAL WORKING GROUP
This MELCs Definitive Budget of Work in Mathematics for Grades 1 to 10 has been made possible because of the following people:
Grade Level
G1
G2
G3
G4
Role
G8
SDO
Math EPS
MT 1
MT 1
Team Leader
Emelita Bautista
Math EPS
Writer
Vanessa A. Pasion
T3
La Huerta Elementary School
Paranaque City
Writer
Sherly A. Alday
T3
Isaac Lopez Integrated School
Mandaluyong City
Team Leader
Emma Cunanan
Math EPS
Writer
Judy Anne C. Santiago
MT 1
Bangkulasi Elem School
Navotas City
Writer
Belen R. Dizor
MT 1
San Juan ES
San Juan City
Team Leader
Joel Feliciano
Math EPS
Writer
Wilma L. Garcia
T3
EMS Signal Village ES
Taguig City and Pateros
Writer
Sharon M. Sergio
Remylinda Soriano
MT 1
Math EPS
Don Carlos Village ES
Pasay City
Manila City
Rogelio Junio
Math EPS
Samuel Z. Sison
Allan G. Salonatin
T3
MT 1
Teresita Tagulao
Math EPS
Writer
Mirasol Rongavilla
Nely D. Baylon
Math EPS
MT II
Beata ES
Taguig City and Pateros
City of Manila
Writer
Eliza Junio
MT I
Caniogan ES
Pasig City
Gina Aguitez
Math EPS
Las Pinas City
Evelyn Callada
Math EPS
Malabon City
Writer
Writer
Lovely Rose D. Bamba
Bielynda C. Daelo
T3
MT 1
Team Leaders
Michael Lee
Helen Acedo
Math EPS
Math EPS
Writer
Gabriel T. Vargas II
MT 1
Tinajeros NHS
Malabon City
Writer
Dianne V. Pellazar
T1
Veinte Reales National HS
Valenzuela City
Writer
Writer
Team Leaders
G7
School
Jennifer B. Mondoy
Ma. Cristina Frondozo
Ma. Cristina E. Dullas
Team Leaders
G6
Position
Team Leader
Writer
Writer
Team Leaders
G5
Name
Potrero ES 1
Bgumbayan Elementary School
Caloocan City
Malabon City
Navotas City
Muntinlupa City
Paranaque City
Quezon City
Pasay City
Placido del Mundo ES
Caybiga ES
Quezon City
Caloocan City
Pasig City
Bagumbong HS
Jesus Dela Peña NHS
Caloocan City
Marikina City
Makati City
San Juan City
Grade Level
Role
Team Leaders
G9
Writer
Writer
Team Leaders
G10
Writer
Writer
Over-all Focal Person
Name
Restituto Rodella
Position
Math EPS
School
SDO
Mandaluyong City
Dominador Villafria
Math EPS
Krystelle R. Dumlao
Marvin Ocampo
T3
T1
Alberto Tiangco
Math EPS
Navotas City
Marilyn Soriano
Math EPS
Valenzuela City
Diana Grace B. Aniban
Helen M. Tan
MT I
MT1
Bernadeth C. Daran
Math EPS
Marikina City
Muntinlupa National High School TA
Gen. Pio del Pilar NHS
Manila Science HS
Las Pinas East National High School
Muntinlupa City
Makati City
City of Manila
Las Pinas City
Regional Office, DepEd-NCR
Learning Area: MATHEMATICS Grade Level: 1
QUARTER 1
Content Standard: The learner demonstrates understanding of whole numbers up to 100, ordinal numbers up to 10th, money up to
PhP100.
Performance Standard:
1. The learner is able to recognize, represent, and order whole numbers up to 100 and money up to PhP100 in various forms and
contexts.
2. The learner is able to recognize, and represent ordinal numbers up to 10th, in various forms and contexts.
#
MELC
Number of days taught Remarks
1
Visualizes, represents, and counts numbers from 0
3 days
to 100 using a variety of materials and methods. (M1NS-Ia-1.1)
Day 1: visualizes, represents, and counts numbers from 0 to 20 using a variety of materials
and methods.
Day 2: represents and counts numbers from 21 to 50 using a variety of materials and
methods.
Day 3: represents and counts numbers from 51 to 100 using a variety of materials and
methods.
identifies the number that is one more or one less from a given number. (M1NS-Ib-3)
2
2 days
Day 4: identifies and writes the number that is one more than a given number
Day 5: identifies and writes the number that is one less than a given number
3
2 days
regroups sets of ones into sets of tens and sets of tens into hundreds using objects. (M1NSId-5)
Day 6: regroups sets of ones into sets of tens using objects
Day 7: regroups sets of tens into sets of hundreds using objects
4
compares two sets using the expressions “less than,” “more than,” and “as many as” and
4 days
orders sets from least to greatest and vice versa.
Day 8 to 9: compares two sets using the expression “less than”, “more than”, and “as
many as”
Day 10: order sets from least to greatest
Day 11: order sets from greatest to least
reads and writes numbers up to 100 in symbols and in words. (M1NS-If-9.1)
5
3 days
Day 12: reads and writes numbers from 1 to 20 in symbols and in words.
Day 13: reads and writes numbers from 21 up to 50 in symbols and in words.
Day 14: reads and writes numbers from 51 up to 100 in symbols and in words.
#
6
7
8
9
10
MELC
visualizes and gives the place value and value of a digit in one- and two-digit numbers.
(M1NS-Ig-10.1)
Day 15: visualizes and gives the place value of a digit in one- and two-digit numbers.
Day 16: visualizes and gives the value of a digit in one- and two -digit numbers
Day 17: visualizes and gives the place value and value of a digit in one- and two-digit
numbers
renames numbers into tens and ones. (M1NS-Ig-11)
Day 18: rename numbers into tens
Day 19: rename numbers into ones
Day 20: renames numbers into tens and ones
compares numbers up to 100 using relation symbol and orders them in increasing or
decreasing order.
Day 21: identifies and uses different relation symbols in comparing numbers up to 50
Day 22: use different relation symbols in comparing numbers from 51 to 100.
Day 23: visualizes, represents, and orders numbers up to 100 in increasing order
Day 24: visualizes, represents, and orders numbers up to 100 in decreasing order
Identifies, reads, and writes ordinal numbers: 1st, 2nd, 3rd, up to 10th object in a given set
from a given point of reference.
Day 25: identifies and reads ordinal numbers up to 10th in symbols and in words
Day 26: writes ordinal numbers from 1st up to 10th object in a given set from a given point
of reference using concrete models
Day 27: writes ordinal numbers from 1st up to 10th object in a given set from a given point
of reference using pictures
Day 28: Arrange objects in ordinal sequence
recognizes and compares coins and bills up to PhP100 and their notations. (M1NS-Ij-19.1)
Day 29: recognizes, represents the different Philippine coins (incl. features) and gives the
value of each coin
Day 30: recognizes bills up to Php 100 and their notations (incl. features)
Day 31: compares coins up to Php 20
Day 32: compares bills from Php 20 to Php 100
Number of days taught
3 days
3 days
4 days
4 days
4 days
Remarks
QUARTER 2
Content Standard: The learner demonstrates understanding of addition and subtraction of whole numbers up to 100 including money
Performance Standard: The learner is able to apply addition and subtraction of whole numbers up to 100 including money in
mathematical problems and real-life situations.
Number of
#
MELC
Remarks
days taught
11 illustrates addition as “putting together or combining or joining
2 days
sets” (M1NS-IIa-23)
Day 1: identifies and combines sets
Day 2: uses symbols and identifies addition components in
combining or joining sets
12 visualizes and adds the following numbers using appropriate
5 days
Emphasize the concept of grouping
techniques:
property of addition, specifically during Day
a. two one-digit numbers with sums up to 18
8 lesson.
b. three one-digit numbers
c. numbers with sums through 99 without and with regrouping
Tell that the quantity of a set of objects
Day 3: visualizes and adds two one-digit numbers with
does not change even though the
sums up to 18
arrangement has changed (i.e., the
Day 4: adds two one-digit numbers using appropriate
child should be able to tell that one set
mental techniques e.g., Adding doubles and/or
of counters placed in one-to-one
near-doubles
correspondence and then rearranged
Day 5: visualizes and adds three one-digit numbers
still has the same quantity), Kinder Q2
Day 6: visualizes and adds numbers with sums through 99 without
regrouping
Day 7: visualizes and adds numbers with sums through 99 with
regrouping
13 visualizes and solves one-step routine and nonroutine problems
5 days
involving addition of whole numbers including money with sums
up to 99 using appropriate problem-solving strategies. (M1NS-IIe29.1)
Day 8: visualizes one-step routine problems involving
addition with sums up to 99 using concrete models/pictures
Day 9: solve one-step routine problems involving
addition with sums up to 99 using the steps in solving word
problems
Day 10: visualizes one-step non-routine problems involving
addition with sums up to 99 using concrete models/pictures
14
15
16
Day 11: solves non-routine problems involving addition of whole
numbers with sums up to 99 using appropriate problem-solving
strategies
Day 12: solves routine and non-routine addition problems involving
money with sums up to 99 using appropriate problem-solving
strategies
illustrates subtraction as “taking away” or comparing” elements of
sets. (M1NS-IIf-24)
Day 13: compares sets of elements as to which is the
greater set and takes away the elements of the smaller set from
the elements of the greater set by pairing
Day 14: recognizes subtraction symbols and components
illustrates that addition and subtraction are inverse operations.
(M1NS-IIf-25)
Day 15: visualizes and demonstrates that addition is an inverse
operation of subtraction
Day 16: visualizes and demonstrates subtraction as an inverse
operation of addition
visualizes, represents, and subtracts the following numbers:
a. one-digit numbers with minuends through 18 (basic facts)
b. one- to two-digit numbers with minuends up to 99 without
regrouping
c. one- to two-digit numbers with minuends up to 99 with
regrouping
Day 17: visualizes and represents subtraction using concrete
objects and pictures
Day 18: subtracts one-digit numbers with minuends
through 18
Day 19: visualizes and represents concrete objects and pictures of
one- to two-digit numbers in a subtraction sentence
Day 20: subtracts one- to two-digit numbers with minuends up to
99 without regrouping
Day 21: visualizes and represents concrete objects/pictures
involving subtraction with regrouping in a number sentence
Day 22: uses the expanded form to explain subtraction with
regrouping
Day 23: subtracts one- to two-digit numbers with minuends up to
99 with regrouping
2 days
2 days
7 days
#
17
18
MELC
subtracts mentally one-digit numbers from two-digit minuends without regrouping using
appropriate strategies. (M1NS-IIi-33.1)
Day 24: performs subtracting mentally one-digit numbers from two-digit minuends without
regrouping using two parts and using known subtraction parts
Day 25: performs subtracting mentally one-digit numbers from two-digit minuends without
regrouping using tens and ones, and adding
Day 26: performs subtracting mentally one-digit numbers from two-digit minuends without
regrouping by adding up to find the difference and subtracting an easy number that is
close and correcting the answer
Day 27: performs subtracting mentally one-digit numbers from two-digit minuends without
regrouping using all mental subtraction strategies
visualizes, represents, and solves routine and nonroutine problems involving subtraction of
whole numbers including money with minuends up to 99 with and without regrouping using
appropriate problem-solving strategies and tools. (M1NS-IIi-34.1)
Day 28: visualizes and represents one-step routine problems involving subtraction with sums
up to 99 using concrete models/pictures
Day 29: solve one-step routine problems involving
subtraction with sums up to 99 using the steps in solving word problems
Day 30: visualizes one-step non-routine problems involving subtraction with sums up to 99
using concrete models/pictures
Day 31: solves non-routine problems involving subtraction of whole numbers with sums up to
99 using appropriate problem-solving strategies
Day 32: solves routine and non-routine subtraction problems involving money with sums up
to 99 using appropriate problem-solving strategies
Number of days taught
4 days
Remarks
5 days
QUARTER 3
Content Standard: The learner demonstrates understanding of fractions ½ and 1/4.
Performance Standard: The learner is able to recognize, represent, and compare fractions ½ and 1/4 in various forms and contexts.
#
MELC
Number of days taught Remarks
19 Counts groups of equal quantity using concrete objects up to 50 and writes an equivalent
expression. e.g., 2 groups of 5 (M1NS-IIIa-37)
2 days
Day 1: Count groups of equal quantity using concrete objects from 1 up to 50.
Day 2: Write an equivalent expression for the group of equal quantity of objects up to 50.
#
20
MELC
Number of days taught
Visualizes, represents, and separates objects into groups of equal quantity using concrete
objects up to 50. e.g., 10 grouped by 5s (M1NS-IIIa-48)
1 day
Day 3: Visualize, represents and separates objects into groups of equal quantity using
concrete objects up to 50. e.g., 10 grouped by 5s
21 Visualizes, represents, and divides a whole into halves and fourths and identifies ½ and ¼ of
a whole object.
Day 4: Visualizes, represents, and divides halves of a whole.
4 days
Day 5: Visualizes and identifies ½ of a whole.
Day 6: Visualizes, represents, and divides fourths of a whole.
Day 7: Visualizes and identifies ¼ of a whole.
22 Visualizes, represents and divides the elements of sets into two groups of equal quantities to
show halves and four groups of equal quantities to show fourths
Day 8: Visualizes and represents elements of sets into two groups of equal quantities to show
halves.
4 days
Day 9: Divides the elements of sets into two groups of equal quantity to show halves.
Day 10: Visualizes and represents elements of sets into four groups of equal quantities to
show fourths.
Day 11: Divides the elements of sets into four groups of equal quantity to show fourths.
23 Visualizes and draws the whole region or set given its ½ and/or ¼ (M1NS-IIId-75)
Day 12: Visualizes and draws the whole region or set given its ½.
2 days
Day 13: Visualizes and draws the whole region or set given its ¼.
Content Standard: The learner demonstrates understanding of 2-dimensional and 3-dimensional figures.
Performance Standard: The learner is able to describe, compare, and construct 2-dimensional and 3-dimensional objects
24 Identifies, names, and describes the four basic shapes (square, rectangle, triangle and
circle) in 2-dimensional (flat/plane) and 3- dimensional (solid) objects. (M1GE-IIIe-1)
Day 14: Identify and names the four basic shapes in a 2-dimensional (flat/plane).
4 days
Day 15: Describes the four basic shapes in a 2-dimensional (flat/plane).
Day 16: Identify and names the four basic shapes in a 3-dimensional (solid)objects.
Day 17: Describes the four basic shapes in a 3 dimensional (solid) objects.
25 Draws the four basic shapes. (M1GE-IIIf-3)
1 day
Day 18: Draw the four basic shapes.
26 Constructs three dimensional objects (solid) using manipulative materials. (M1GE-IIIf-4)
1 day
Day 19: Construct three dimensional objects (solid) using variety of manipulative materials.
Remarks
Content Standard: The learner demonstrates understanding of continuous and repeating patterns and mathematical sentences.
Performance Standard: The learner is able to apply knowledge of continuous and repeating patterns and number sentences in
various situations.
#
MELC
Number of days taught Remarks
27 Determines the missing term/s using one attribute in a given continuous pattern
(letters/numbers/events) and in a given repeating pattern (letters, numbers, colors, figures,
sizes, etc.).
Day 20: Determines the missing term/s using one attribute in a given continuous pattern
(letters) and in a given repeating pattern (letters).
Day 21: Determines the missing term/s using one attribute in a given continuous pattern
4 days
(numbers) and in a given repeating pattern (numbers).
Day 22: Determines the missing term/s using one attribute in a given continuous pattern
(shapes) and in a given repeating pattern (shapes).
Day 23: Determines the missing term/s using one attribute in a given continuous pattern
(colors) and in a given repeating pattern (colors).
28 Constructs equivalent number expression using addition and subtraction. e.g. 6 + 5 = 12 – 1
(M1AL-IIIh-8)
Day 24: Identifies equivalent number expression using addition and subtraction. e.g. 6 + 5 =
2 days
12 – 1
Day 25: Constructs equivalent number expression using addition and subtraction. e.g. 6 + 5
= 12 – 1
29 Identifies and creates patterns to compose and decompose using addition. e.g. 7 = 0 + 7, 1
+ 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0 (M1AL-IIIi-9)
Day 26: Identifies and creates patterns to compose and using addition. e.g. 7 = 0 + 7, 1 + 6,
2 days
2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0
Day 27: Identifies and creates patterns to decompose using addition. e.g. 7 = 0 + 7, 1 + 6, 2
+ 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0
30 Visualizes and finds the missing number in an addition or subtraction sentence using a
variety of ways e.g. n + 2 = 5 5 – n = 3 (M1AL-IIIj-10)
Day 28: Visualizes and finds the missing number in an addition sentence e.g. n + 2 = 5
Day 29: Visualizes and finds the missing number in a subtraction sentence e.g. 5 – n = 3
4 days
Day 30: Visualizes and finds the missing number in a subtraction sentence e.g. n – 2 = 3
Day 31: Visualizes and finds the missing number in an addition or subtraction sentence using
a variety of ways e.g. n + 2 = 5 5 – n = 3
QUARTER 4
Content Standard: The learner demonstrates understanding of time and nonstandard units of length, mass and capacity.
Performance Standard: The learner is able to apply knowledge of time and non-standard measures of length, mass, and capacity in
mathematical problems and real-life situations
#
MELC
Number of days taught Remarks
Tells
the
days
in
a
week;
months
in
a
year
in
the
right
order.
(M1ME-IVa-1)
31
Day 1: Tells the days in a week in the right order.
2 days
Day 2: Tells the months in a year in the right order.
32 Determines the day or the month using a calendar. (M1ME-IVa-2)
Day 3: Determines the days of the week using a calendar.
2 days
Day 4: Determines the months of the year using a calendar.
33 Tells and writes time by hour, half-hour and quarter hour using analog clock. (M1ME-IVb-3)
Day 5: Tells and writes time by hour using analog clock.
Day 6: Tells and writes time by half-hour using analog clock.
Day 7: Tells and writes time by minutes using analog clock.
6 days
Day 8: Tells and writes time by quarter past using analog clock.
Day 9: Tells and writes time by quarter to using analog clock.
Day 10: Tells and writes time by hour, half-hour, minutes and quarter hour using analog
clock
34 Solves problems involving time (days in a week, months in a year, hour, half-hour, and
quarter-hour) (M1ME-IVb-4)
Day 11: Solves problems involving time (days in a week)
Day 12: Solves problems involving time (months in a year)
Day 13: Solves problems involving time (hour)
Day 14: Solves problems involving time (half-hour)
9 days
Day 15: Solves problems involving time (minutes)
Day 16: Solves problems involving time (quarter past hour)
Day 17: Solves problems involving time (quarter to)
Day 18: Solves problems involving time (days in a week, months in a year)
Day 19: Solves problems involving time (days in a week, months in a year, hour, half-hour,
and quarter-hour)
35 Compares objects using comparative words: short, shorter, shortest; long, longer, longest;
heavy, heavier, heaviest; light, lighter, lightest. (M1ME-IVc-19)
Day 20: Compares objects using comparative words: short, shorter, shortest.
5 days
Day 21: Compares objects using comparative words: long, longer, longest.
Day 22: Compares objects using comparative words: heavy, heavier, heaviest.
Day 23: Compares objects using comparative words: light, lighter, lightest.
Day 24: Compares objects using comparative words: short, shorter, shortest; long, longer,
longest; heavy, heavier, heaviest; light, lighter, lightest.
36 Estimates and measures length, mass and capacity using non- standard units of measures.
Day 25: Estimates and measures length using non-standard units of measures.
3 days
Day 26: Estimates and measures mass using non-standard units of measures.
Day 27: Estimates and measures capacity using non-standard units of measures.
Content Standard: The learner demonstrates understanding of pictographs without scales and outcomes of an event.
Performance Standard: The learner is able to interpret simple representations of data (tables and pictographs without scales).
37 Infers and interprets data presented in a pictograph without scales. e.g. finding out from the
title what the pictograph is all about, comparing which has the least or greatest (M1SP-IVh3.1)
Day 28: Infers and interprets data presented in a pictograph without scales. e.g. finding out
2 days
from the title what the pictograph is all about.
Day 29: Infers and interprets data presented in a pictograph without scales. e.g. comparing
which has the least or greatest.
38 Solves routine and non-routine problems using data presented in pictograph without scales.
(M1SP-IVh-4.1)
2 days
Day 30: Solves routine problems using data presented in pictograph without scales.
Day 31: Solves non-routine problems using data presented in pictograph without scales.
Learning Area: MATHEMATICS Grade Level: 2
QUARTER 1
Content Standard:
1. The learner demonstrates understanding of whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100.
2. The learner demonstrates understanding of addition of whole numbers up to 1000 including money.
Performance Standard:
1. The learner is able to recognize, represent, compare, and order whole numbers up to 1000, ordinal numbers up to 20th, and money
up to PhP100 in various forms and contexts.
2. The learner is able to recognize and represent ordinal numbers up to 20th in various forms and contexts.
3. The learner is able to apply addition of whole numbers up to 1000 including money in mathematical problems and real life
situations.
#
MELC
Number of days taught
Remarks
1
2 Days
Visualizes and represents numbers from 0-1000 with emphasis on numbers 101 – 1 000
using a variety of materials. (M2NS-Ia-1.2)
Day 1: Visualizes and represents numbers from 0-1000 with emphasis on numbers 101-500
using a variety of materials
Day 2: Visualizes and represents numbers from 0-1000 with emphasis on numbers 501-1000
using a variety of materials
Gives the place value and finds the value of a digit in three-digit numbers. (M2NS-Ib-10.2)
2
2 Days
Day 3: Identifies and gives the place value of a digit in three-digit numbers
Day 4: Finds the value of a digit in three-digit numbers.
Visualizes and counts numbers by 10s, 50s, and 100s. (M2NS-Ib-8.2)
3
2 Days
Day 5: Visualizes and counts numbers by 10s.
Day 6: Visualizes and counts numbers by 50s and by 100s.
Reads and writes numbers up to 1 000 in symbols and in words. (M2NS-Ic-9.2)
4
2 Days
Day 7: Reads and writes numbers from 101 up to 500 in symbols and in words
Day 8: Reads and writes numbers from 501 up to 1000 in symbols and in words
Visualizes and writes three-digit numbers in expanded form. (M2NS-Ic-14)
5
2 Days
Day 9: Visualizes three-digit numbers in expanded form
Day 10: Writes three-digit numbers in expanded form
#
6
7
8
9
10
MELC
Compares numbers up to 1000 using relation symbols and
orders numbers up to 1 000 in increasing or decreasing
order.
Day 11: Compares numbers up to 1000 using relation symbols
>, <, =
Day 12: Orders numbers up to 1000 in increasing order
Day 13: Orders numbers up to 1000 in decreasing order
Identifies, reads and writes ordinal numbers from 1st through
the 20th object in a given set from a given point of reference.
Day 14: Identifies the 1st through the 20th object in a given set
from a given point of reference
Day 15: Reads and writes ordinal numbers from 1st through
the 20th
Number of days taught
3 Days
Reads and writes money in symbols and in words through
PhP100. (M2NS-If-20.1)
Day 16: Reads and writes money with value through P100
(bills and coins)
Day 17: Reads and writes money in symbols and in words
through P100
Counts the value of a set of bills or a set of coins through
PhP100 (peso-coins only; centavo-coins only; peso-bills only
and combined peso-coins and peso bills). (M2NS-If-21)
Day 18: Counts the value of a set of centavo coins
Day 19: Counts the value of a set of peso coins and peso-bills
Day 20: Counts the value of a set of combined peso-coins
and peso bills
Compares values of different denominations of coins and
paper bills through PhP100 using relation symbols. (M2NS-If22.1)
Day 21: Compares values of different denominations of coins
through PhP100 using relation symbols.
Day 22: Compares values of different denominations of
paper bills through PhP100 using relation symbols.
2 Days
2 Days
Remarks
Prior to teaching this competency,
give inputs and practice on:
Compares numbers up to 100 using
relation symbol and orders them in
increasing or decreasing order (G1,
Q1)
Prior to teaching this competency,
give inputs and practice on:
Identifies, reads, and writes ordinal
numbers: 1st, 2nd, 3rd up to 10th object
in a given set from a given point of
reference. (G1, Q1)
3 Days
Prior to teaching this competency,
give inputs and practice on:
Recognizes and compares coins and
bills up to P100 and their notations.
(G1, Q1)
2 Days
#
11
12
13
14
MELC
Illustrates the properties of addition (commutative, associative, identity) and applies each
in appropriate and relevant situations. (M2NS-Ig-26.3)
Day 23: Illustrates the identity and commutative property of addition and applies in
appropriate and relevant situations
Day 24: Illustrates the associative property of addition and applies in appropriate and
relevant situations
Visualizes, represents, and adds the following numbers with sums up to 1000 without and
with regrouping:
a. 2-digit by 3-digit numbers
b. 3-digit by 3-digit numbers
Day 25: Visualizes, represents, and adds 2-digit by 3-digit and 3-digit by 3-digit numbers with
sums up to 1000 without regrouping
Day 26: Visualizes, represents, and adds 2-digit by 3-digit numbers with sums up to 1000 with
regrouping
Day 27: Visualizes, represents, and adds 3-digit by 3-digit numbers with sums up to 1000 with
regrouping
Adds mentally the following numbers using appropriate strategies:
a. 1- to 2-digit numbers with sums up to 50
b. 3-digit numbers and 1-digit numbers
c. three -digit numbers and tens (multiples of 10 up to 90)
d. 3-digit numbers and hundreds (multiples of 100 up to 900)
Day 28: Adds mentally 1-to 2-digit numbers with sums up to 50 using appropriate strategies
Day 29: Adds mentally 3-digit numbers and 1-digit numbers with sums up to 1000 using
appropriate strategies
Day 30: Adds mentally three-digit numbers and tens (multiples of 10 up to 90) and 3-digit
numbers and hundreds (multiples of 100 up to 900) using appropriate strategies
Solves routine and non-routine problems involving addition of whole numbers including
money with sums up to 1000 using appropriate problem-solving strategies and tools. (M2NSIj-29.2)
Day 31: Solves routine problems involving addition of whole numbers with sums up to 1000
using appropriate problem-solving strategies and tools
Day 32: Solves non-routine problems involving addition of whole numbers with sums up to
1000 using appropriate problem-solving strategies and tools
Day 33: Solves routine and non-routine addition problems of whole numbers including
money with sums up to 1000 using appropriate problem-solving strategies and tools
Number of days taught
2 Days
3 Days
3 Days
3 Days
Remarks
QUARTER 2
Content Standard: The learner demonstrates understanding of subtraction and multiplication of whole numbers up to 1000 including
money
Performance Standard: The learner is able to apply subtraction and multiplication of whole numbers up to 1000 including money in
mathematical problems and real-life situations.
#
MELC
Number of days taught Remarks
15 Visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 999 without
4 Days
and with regrouping. (M2NS-IIa-32.5)
Day 1: Visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 999
without regrouping
Day 2: Visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 500 with
regrouping
Day 3: Visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 999 with
regrouping
Day 4: Visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 999
without and with regrouping
16 Subtracts mentally the following numbers without regrouping using appropriate strategies:
2 Days
a. 1-digit numbers from 1- to 3-digit numbers
b. 3-digit numbers by tens and by hundreds
Day 5: Subtracts mentally 1-digit numbers from 1-to 3-digit numbers without regrouping using
appropriate strategies
Day 6: Subtracts mentally 3-digit numbers by tens and hundreds without regrouping using
appropriate strategies
17 Solves routine and non-routine problems involving subtraction of whole numbers including
3 Days
money with minuends up to 1000 using appropriate problem-solving strategies and tools.
(M2NS-IIc-34.2)
Day 7: Solves routine problems involving subtraction of whole numbers with minuends up to
1000 using appropriate problem-solving strategies and tools
Day 8: Solves non-routine problems involving subtraction of whole numbers with minuends up
to 1000 using appropriate problem-solving strategies and tools
Day 9: Solves routine and non-routine subtraction problems of whole numbers including
money with minuends up to 1000 using appropriate problem-solving strategies and tools
18 Performs orders of operations involving addition and subtractions of small numbers. (M2NS1 Day
IId-34.3)
Day 10: Performs orders of operations involving addition and subtractions of small numbers
#
MELC
19 Solves multi-step routine and non-routine problems involving addition and subtraction of 2- to
3-digit numbers including money using appropriate problem-solving strategies and tools.
(M2NS-IIe-34.4)
Day 11: Solves multi-step routine problems involving addition and subtraction of 2- to 3-digit
numbers including money using appropriate problem-solving strategies and tools
Day 12: Solves multi-step non-routine problems involving addition and subtraction of 2- to 3digit numbers including money using appropriate problem-solving strategies and tools
Day 13: Solves multi-step routine and non-routine problems involving addition and subtraction
of 2- to 3-digit numbers including money using appropriate problem-solving strategies and
tools
20 Illustrates and writes a related equation for each type of multiplication: repeated addition,
array, counting by multiples, and equal jumps on the number line.
Day 14: Illustrates and writes a related equation for multiplication using repeated addition
Day 15: Illustrates and writes a related equation for multiplication using array
Day 16: Illustrates and writes a related equation for multiplication using counting by multiples
Day 17: Illustrates and writes a related equation for multiplication using equal jumps on the
number line
21 Illustrates the following properties of multiplication and
apply each in relevant situation: (a) identity, (b) zero, and, (c) commutative
Day 18: Illustrates the identity and zero property of multiplication and apply each in relevant
situation
Day 19: Illustrates the commutative property of multiplication and apply each in relevant
situation
22 Visualizes multiplication of numbers 1 to 10 by 2,3,4,5 and 10. (M2NS-IIh-41.1)
Day 20: Visualizes multiplication of numbers 1 to 10 by 2
Day 21: Visualizes multiplication of numbers 1 to 10 by 3
Day 22: Visualizes multiplication of numbers 1 to 10 by 4
Day 23: Visualizes multiplication of numbers 1 to 10 by 5 and 10
23 Multiplies mentally 2,3,4,5 and 10 using appropriate strategies. (M2NS-IIi-42.1)
Day 24: Multiplies mentally 2 using appropriate strategies
Day 25: Multiplies mentally 3 using appropriate strategies
Day 26: Multiplies mentally 4 using appropriate strategies
Day 27: Multiplies mentally 5 and 10 using appropriate strategies
Number of days taught
3 Days
4 Days
2 Days
4 Days
4 Days
Remarks
#
MELC
24 Solves routine and non-routine problems using appropriate problem-solving strategies and
tools:
a. multiplication of whole numbers including money
b. multiplication and addition or subtraction of whole numbers including money
Day 28: Solves routine problems involving multiplication of whole numbers using appropriate
problem-solving strategies and tools
Day 29: Solves non-routine problems involving multiplication of whole numbers using
appropriate problem-solving strategies and tools
Day 30: Solves routine problems involving multiplication and addition or subtraction of whole
numbers using appropriate problem-solving strategies and tools
Day 31: Solves non-routine problems involving multiplication and addition or subtraction of
whole numbers using appropriate problem-solving strategies and tools
Day 32: Solves non-routine problems involving multiplication and addition or subtraction of
whole numbers including money using appropriate problem-solving strategies and tools
Number of days taught
5 Days
Remarks
QUARTER 3
Content Standard:
1. The learner demonstrates understanding of division of whole numbers up to 1000 including money.
2. The learner demonstrates understanding of unit fractions.
Performance Standard:
1. The learner is able to apply division of whole numbers up to 1000 including money in mathematical problems and real-life situations.
2. The learner is able to recognize and represent unit fractions in various forms and contexts.
#
MELC
Number of days taught Remarks
25 Visualizes and represents division and writes a related equation for each type of situation:
4 days
equal sharing, repeated subtraction, equal jumps on the number line, and formation of
equal groups of objects.
Day 1: Identifies the parts of division sentence and visualizes, represents division, and writes a
related equation for equal sharing
Day 2: Visualizes and represents division, and writes a related equation for repeated
subtraction,
Day 3: Visualizes and represents division, and writes a related equation for equal jumps on
the number line
Day 4: Visualizes and represents division and writes a related equation for formation of equal
groups of objects.
#
26
27
28
29
30
31
32
MELC
Visualizes division of numbers up to 100 by 2,3,4,5, and 10 (multiplication table of 2, 3, 4, 5
and 10). (M2NS-IIIb-51.1)
Day 5: Visualizes division of numbers up to 100 by 5 and 10 (multiplication table of 5 and 10).
Day 6: Visualizes division of numbers up to 100 by 2 and 4 (multiplication table of 2, 4).
Day 7: Visualizes division of numbers up to 100 by 3 (multiplication table of 3).
Divides mentally numbers by 2,3,4,5 and 10 using appropriate strategies (multiplication table
of 2, 3, 4, 5 and 10). (M2NS-IIIb-52.1)
Day 8: Divides mentally numbers by 5 and 10 using appropriate strategies (multiplication
table of 5 and 10,).
Day 9: Divides mentally numbers by 4 and 2 using appropriate strategies (multiplication
table of 4, 2,).
Day 10: Divides mentally numbers by 3 using appropriate strategies (multiplication table of 3 ).
Illustrates that multiplication and division are inverse operations. (M2NS-IIIc-53)
Day 11: Illustrates multiplication as the inverse of division and transforms multiplication
sentence to division
Day 12: Illustrates division as the inverse of multiplication and transforms division sentence to
multiplication
Solves routine and non-routine problems involving division of numbers by 2,3,4,5 and 10 and
with any of the other operations of whole numbers including money using appropriate
problem-solving strategies and tools. (M2NS-IIIc-56.1)
Day 13: Solves routine problems involving division of numbers by 2,3,4,5 and 10 including
money using appropriate problem-solving strategies and tools.
Day 14: Solves non-routine problems involving division of numbers by 2,3,4,5 and 10 including
money using appropriate problem-solving strategies and tools.
Day 15: Solves routine and non-routine problems involving division with any of the other
operations of whole numbers including money using appropriate problem-solving strategies
and tools
Visualizes, represents and identifies unit fractions with denominators of 10 and below. (M2NSIIId-72.2)
Day 16: Visualizes, represents, and identifies unit fractions with denominators of 2-6
Day 17: Visualizes, represents, and identifies unit fractions with denominators of 7-10
Reads and writes unit fractions. (M2NS-IIId-76.1)
Day 18: Reads and writes unit fractions.
Compares using relation symbol and arranges in increasing or decreasing order of unit
fractions.
Day 19: Write the symbols >, <, and = to compare unit fractions
Day 20: Arranges unit fraction in increasing order
Number of days taught
3 days
3 days
2 days
3 days
2 days
1 day
3 days
Remarks
Day 21: Arrange unit fraction in decreasing order
33 Identifies other fractions less than one with denominators 10 and below. (M2NS-IIIe-79.1)
2 days
Day 22: Visualizes, represents, and identifies other fractions less than 1 with denominators of
2-6
Day 23: Visualizes, represents, and identifies fractions less than 1 with denominators of 7-10
34 Visualizes (using group of objects and number line), reads and writes similar fractions
2 days
Day 24: Visualizes, reads, and writes similar fraction using group of objects
Day 25: Visualizes, reads, and writes similar fraction using number line
35 Compares similar fractions using relation symbols. (M2NS-IIIf-77.2)
1 day
Day 26: Compares similar fractions using relation symbols.
36 Arranges similar fractions in increasing or decreasing order.
2 days
Day 27: Arranges similar fractions in increasing order.
Day 28: Arranges similar fractions in decreasing order.
Content Standard: The learner demonstrates understanding of straight and curved lines, flat and curved surfaces and basic shapes.
Performance Standard: The learner is able to recognize and construct straight and curved lines, flat and curved surfaces and basic
shapes
37 Constructs squares, rectangles, triangles, circles, half circles, and quarter circles using cut2 days
outs and square grids. (M2GE-IIIg-6)
Day 29: Constructs squares, rectangles, triangles, circles, half circles, and quarter circles
using cut-outs
Day 30: Constructs squares, rectangles, triangles, circles, half circles, and quarter circles
using square grids.
38 Identifies straight lines and curves, flat and curved surfaces in a 3-dimensional object.
2 days
(M2GE-IIIi-9)
Day 31: Identifies straight lines and curves in a 3-dimensional object
Day 32: Identifies flat and curved surfaces in a 3-dimensional object
Content Standard: The learner demonstrates understanding of continuous patterns using two attributes
Performance Standard: The learner is able to apply knowledge of continuous patterns using two attributes
39 Determines the missing term/s in a given continuous pattern using two attributes (any two of
1 day
the following: figures, numbers, colors, sizes, and orientations, etc.) e.g. 1, A, 2, B, 3, C, ,
(M2AL-IIIj-3)
Day 33: Determines the missing term/s in a given continuous pattern using any two attributes
QUARTER 4
Content Standard: The learner demonstrates understanding of time, standard measures of length, mass and capacity and area using
square tile units.
Performance Standard: The learner is able to apply knowledge of time, standard measures of length, weight, and capacity, and area
using square tile units in mathematical problems and real life situations.
#
MELC
Number of days taught Remarks
40 Tells and writes time in minutes including a.m. and p.m. using analog and digital clocks.
2 days
(M2ME-IVa-5)
Day 1: Tells time in minutes including a.m. and p.m. using analog and digital clocks.
Day 2: Writes time in minutes including a.m. and p.m. using analog and digital clocks.
41 Visualizes, represents, and solves problems involving time (minutes including a.m. and p.m.
2 days
and elapsed time in days).
Day 3: Visualizes, represents, and solves problems involving time (minutes including a.m. and
p.m.)
Day 4: Visualizes, represents, and solves problems involving elapsed time in days).
42 Compares the following unit of measures:
3 days
a. length in meters or centimeters
b. mass in grams or kilograms
c. capacity in mL or L
Day 5: Compares the length of objects using meters/centimeters
Day 6: Compares the mass of objects using grams/kilograms
Day 7: Compares the capacity of liquid using milliliters/liters
43 measures objects using appropriate measuring tools and unit of length in m or cm.
2 days
Day 8: measures objects using appropriate measuring tools and unit of length in cm
Day 9: measures objects using appropriate measuring tools and unit of length in m
44 estimates and measures length using meter or centimeter. (M2ME-IVc-26)
2 days
Day 10: estimates and measures length using centimeter
Day 11: estimates and measures length using meter
45 solves routine and non-routine problems involving length. (M2ME-IVc-27)
2 days
Day 12: solves routine problems involving length.
Day 13: solves non-routine problems involving length.
46 measures objects using appropriate measuring tools and measuring units in g or kg.
2 days
Day 14: measures objects using appropriate measuring tools and measuring units in g
Day 15: measures objects using appropriate measuring tools and measuring units in kg
47 estimates and measures mass using gram or kilogram. (M2ME-IVe-31)
2 days
Day 16: estimates and measures mass using gram
Day 17: estimates and measures mass using kilogram
#
MELC
Number of days taught
48 solves routine and non-routine problems involving mass. (M2ME-IVe-32)
2 days
Day 18: solves routine problems involving mass.
Day 19: solves non-routine problems involving mass.
49 measures objects using appropriate measuring tools in mL or L. (M2ME-IVf-33)
2 days
Day 20: measures objects using appropriate measuring tools in mL
Day 21: measures objects using appropriate measuring tools in L
50 finds the area of a given figure using square-tile units i.e. number of square-tiles needed.
2 days
(M2ME-IVg-36)
Day 22: finds the area of a given figure ( a square or a rectangle) using square-tile units i.e.
number of square-tiles needed
Day 23: finds the area of a given figure ( composite figure comprised of squares and
rectangles) using square-tile units i.e. number of square-tiles needed
51 estimates the area of a given figure using any shape. (M2ME-IVh-37)
2 days
Day 24: estimates the area of a given figure using any shape (square, rectangle, circle,
triangle, etc.)
Day 25: estimates the area of a given figure using any shape (composite figure comprised
of squares, rectangles, circles, triangles, etc.)
52 solves routine and non-routine problems involving any figure using square tiles. (M2ME-IVh2 days
38)
Day 26: solves routine problems involving any figure using square tiles.
Day 27: solves non-routine problems involving any figure using square tiles.
Content Standard: The learner deepens understanding of pictographs without and with scales
Performance Standard: The learner is able to interpret simple representations of data (pictographs without and with scales)
53 infers and interprets data presented in a pictograph without and with scales. (M2SP-IVi-3.2)
2 days
Day 28: infers and interprets data presented in a pictograph without scales.
Day 29: infers and interprets data presented in a pictograph with scales.
54 solves routine and non-routine problems using data presented in a pictograph without and
3 days
with scales. (M2SP-IVi-4.2)
Day 30: solves routine problems using data presented in a pictograph without scales
Day 31: solves routine problems using data presented in a pictograph with scales
Day 32: solves non-routine problems using data presented in a pictograph without and with
scales.
Remarks
Learning Area: MATHEMATICS Grade Level: 3
QUARTER 1
Content Standard:
1. The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to PhP1000.
2. The learner demonstrates understanding of addition and subtraction of whole numbers including money
Performance Standard:
1. The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in various
forms and contexts.
2. The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
3. The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and real-life
situations.
#
MELC
Number of days taught
Remarks
1
2 days
Visualizes numbers up to 10 000 with emphasis on
numbers 1001 - 10000. (M3NS-Ia-1.3)
Day 1: visualizes numbers up to 10 000 with emphasis
on numbers 1001 - 5000.
Day 2: visualizes numbers up to 10 000 with emphasis
on numbers 5001 - 10000.
Gives the place value and value of a digit in 4- to 52
2 days
digit numbers. (M3NS-Ia-10.3)
Day 3: gives the place value of a digit in 4- to 5-digit
numbers.
After day 4, please give culminating
Day 4: gives the value of a digit in 4- to 5-digit
exercises involving both the place value
numbers.
and value of a digit in 4- to 5-digit numbers
3
2 days
Reads and writes numbers up to 10 000 in symbols and
in words.
Day 5: reads and writes numbers up to 10 000 in
symbols
Day 6: reads and writes numbers up to 10 000 in words
4
2 days
rounds numbers to the nearest ten, hundred and
thousand. (M3NS-Ib-15.1)
Day 7: rounds numbers to the nearest ten and
hundred
Day 8: rounds numbers to the nearest thousand.
#
5
6
7
8
9
MELC
Compares using relation symbols and orders in
increasing or decreasing order 4- to 5-digit numbers
up to 10 000.
Day 9: compares using relation symbols in 4- to 5-digit
numbers up to 10 000.
Day 10: orders numbers in increasing and decreasing
order of 4- to 5-digit numbers up to 10 000.
Number of days taught
2 days
Identifies ordinal numbers from 1st to 100th with
emphasis on the 21st to 100th object in a given set
from a given point of reference. (M3NS-Ic-16.3)
Day 11: identifies ordinal numbers from 1st to 100th
with emphasis on the 21st to 100th object in a given
set from a given point of reference.
Recognizes, reads and writes money in symbols and in
words through PhP1 000 in pesos and centavos
Day 12: Recognizes, reads, and writes money in
symbols and in words through Php 1 000 involving
combinations of coins
Day 13: Recognizes, reads, and writes money in
symbols and in words through Php 1 000 involving
combinations of bills and coins
compares values of the different denominations of
coins and bills through PhP1 000 using relation
symbols. (M3NS-Id-22.2)
Day 14: compares values of the different
denominations involving combinations of coins
through Php 1 000 using relation symbols.
Day 15: compares values of the different
denominations involving combinations of bills and
coins Php 1 000 using relation symbols.
1 day
Adds 3 - to 4 -digit numbers up to three addends with
sums up to 10 000 without and with regrouping.
Day 16: adds 3 - to 4 -digit numbers up to three
addends with sums up to 10 000 without regrouping.
Remarks
After day 10, please give culminating
exercises involving both in increasing or
decreasing order 4- to 5-digit numbers up
to 10 000.
2 days
Prior to teaching this competency, provide
inputs and exercises first on:
Counts the value of a set of bills or a set of
coins through PhP100 (peso-coins only;
centavo-coins only; peso-bills only and
combined peso-coins and peso bills).
2 days
Prior to teaching this competency, provide
inputs and exercises first on:
Compares values of different
denominations of coins and paper bills
through PhP100 using relation symbols.
2 days
Prior to teaching this competency, provide
inputs and exercises first on:
Illustrates the properties of addition
(commutative, associative, identity) and
10
11
12
13
Day 17: adds 3 - to 4 -digit numbers up to three
addends with sums up to 10 000 with regrouping.
Estimates the sum of 3- to 4-digit addends with
reasonable results. (M3NS-Ie-31)
Day 18: estimates the sum of 3- to 4-digit addends
with reasonable results.
Adds mentally the following numbers using
appropriate strategies:
a. 2-digit and 1-digit numbers without or with
regrouping
b. 2- to 3-digit numbers with multiples of hundreds
Day 19: adds mentally 2-digit and 1-digit numbers
without or with regrouping
Day 20: adds mentally 2- to 3-digit numbers with
multiples of hundreds
Solves routine and non-routine problems involving
addition of whole numbers with sums up to 10 000
including money using appropriate problem-solving
strategies and tools. (M3NS-If-29.3)
Day 21: solves routine problems involving addition of
whole numbers with sums up to 10 000 including
money using appropriate problem-solving strategies
and tools.
Day 22: solves non-routine problems involving addition
of whole numbers with sums up to 10 000 including
money using appropriate problem-solving strategies
and tools.
Subtracts 3-to 4-digit numbers from 3- to 4-digit
numbers without and with regrouping. (M3NS-Ig-32.6)
Day 23: subtracts 3-to 4-digit numbers from 3- to 4-digit
numbers without regrouping.
Day 24: subtracts 3-to 4-digit numbers from 3- to 4-digit
numbers with regrouping.
applies each in appropriate and relevant
situations.
1 day
2 days
2 days
Prior to teaching this competency, provide
inputs and exercises first on:
Adds mentally the following numbers using
appropriate strategies:
a. 1- to 2-digit numbers with sums up to 50
b. 3-digit numbers and 1-digit numbers
c. three -digit numbers and tens (multiples
of 10 up to 90)
d. 3-digit numbers and hundreds (multiples
of 100 up to 900)
Prior to teaching this competency, provide
inputs and exercises first on:
Solves routine and non-routine problems
involving addition of whole numbers
including money with sums up to 1000 using
appropriate problem-solving strategies and
tools.
2 days
After day 30, please give culminating
exercises involving both subtracting 3-to 4digit numbers from 3- to 4-digit numbers
without and with regrouping
#
14
15
16
MELC
Estimates the difference of two numbers with three to
four digits with reasonable results. (M3NS-Ih-36)
Day 25: estimates the difference of two numbers with
three to four digits with reasonable results.
Subtracts mentally the following numbers using
appropriate strategies:
a. 1- to 2-digit numbers without and with regrouping
b. 2- to 3-digit numbers with multiples of hundreds
without and with regrouping
Day 26: subtracts mentally 1- to 2-digit numbers
without and with regrouping using appropriate
strategies
Day 27: subtracts mentally 2- to 3-digit numbers with
multiples of hundreds without and with regrouping
Number of days taught
1 day
Solves routine and non-routine problems involving
subtraction without or with addition of whole numbers
including money using appropriate problem solving
strategies and tools.
Day 28: solves routine problems involving subtraction
without or with addition of whole numbers using
appropriate problem-solving strategies and tools.
Day 29: solves non-routine problems involving
subtraction without or with addition of whole numbers
using appropriate problem-solving strategies and
tools.
Day 30: solves routine and non-routine problems
involving subtraction without or with addition of whole
numbers including money using appropriate problemsolving strategies and tools.
3 days
Remarks
2 days
After day 27 please give culminating
exercises involving both subtracting
mentally :1- to 2-digit numbers without and
with regrouping and 2- to 3-digit numbers
with multiples of hundreds without and with
regrouping
QUARTER 2
Content Standard: The learner demonstrates understanding of multiplication and division of whole numbers including money.
Performance Standard: The learner is able to apply multiplication and division of whole numbers including money in mathematical
problems and real-life situations
#
MELC
Number of days taught Remarks
17 Visualizes multiplication of numbers 1 to 10 by 6,7,8 and 9. (M3NS-IIa-41.2)
18 Visualizes and states basic multiplication facts for numbers up to 10. (M3NS-IIa-41.3)
Day 1: States basic multiplication facts for numbers 2,3,4,5 and 10
Day 2: visualizes and states basic multiplication of numbers 1 to 10 by 6
5 days
Day 3: visualizes and states basic multiplication of numbers 1 to 10 by 7
Day 4: visualizes and states basic multiplication of numbers 1 to 10 by 8
Day 5: visualizes multiplication of numbers 1 to 10 by 9
19 Illustrates the properties of multiplication in relevant situations (commutative property,
2 days
distributive property or associative property)
Day 6: Illustrates the properties of multiplication in relevant situations: commutative and
associative property
Day 7: Illustrates the properties of multiplication in relevant situations: distributive property
20 Multiplies numbers:
4 days
a. 2- to 3-digit numbers by 1-digit numbers without or with regrouping
b. 2-digit numbers by 2-digit numbers without regrouping
c. 2-digit number by 2-digit numbers with regrouping
d. 2- to 3-digit numbers by multiples of 10 and 100
e. 1- to 2-digit numbers by 1 000
Day 8: multiplies 2- to 3-digit numbers by 1-digit numbers without or with regrouping
Day 9: multiplies 2-digit numbers by 2-digit numbers without regrouping
Day 10: multiplies 2-digit number by 2-digit numbers with regrouping
Day 11: multiplies 2- to 3-digit numbers by multiples of 10 and 100 and 1- to 2-digit numbers
by 1 000
21 Estimates the product of 2- to 3-digit numbers and 1- to 2-digit numbers with reasonable
2 days
results. (M3NS-IId-44.1)
Day 12: estimates the product of 2- to 3-digit numbers by 1-digit number with reasonable
results.
Day 13: estimates the product of 2- to 3-digit numbers by 2-digit numbers with reasonable
results.
#
22
MELC
Multiplies mentally 2-digit by 1-digit numbers without regrouping with
products of up to 100. (M3NS-IIe-42.2)
Number of
days taught
2 days
Remarks
Prior to teaching this
competency, specifically Day 17
provide inputs and exercises first
on:
Multiplies mentally 2,3,4,5 and 10
using appropriate strategies.
23
24
25
26
Day 14: multiplies mentally 2-digit by 1-digit numbers without regrouping with
products of up to 100 using lattice method
Day 15: multiplies mentally 2-digit by 1-digit numbers without regrouping with
products of up to 100 using other technique
Solves routine and non-routine problems involving multiplication without or
with addition and subtraction of whole numbers including money using
appropriate problem-solving strategies and tools. (M3NS-IIe-45.3)
Day 16: Solves routine problems involving multiplication without addition and
subtraction of whole numbers including money using appropriate problemsolving strategies and tools.
Day 17: Solves non-routine problems involving multiplication without addition
and subtraction of whole numbers including money using appropriate
problem-solving strategies and tools.
Visualizes and states the multiples of 1- to 2-digit numbers. (M3NS-IIf-47)
Day 18: visualizes and states the multiples of 1-digit numbers.
Day 19: visualizes and states the multiples of 2-digit numbers.
Visualizes division of numbers up to 100 by 6,7,8, and 9
(Multiplication table of 6, 7, 8, and 9). (M3NS-IIg-51.2)
Visualizes and states basic division facts of numbers up to 10. (M3NS-IIg-51.3)
Day 20: visualizes and states basic division facts of numbers 5 and 10
Day 21: visualizes and states basic division facts of numbers 2 and 4
Day 22: visualizes and states basic division facts of number 3 and 6
Day 23: visualizes and states basic division facts of numbers 7
Day 24: visualizes and states basic division facts of numbers 8
Day 25: visualizes and states basic division facts of numbers 9
Example: 42 x 3 is (40 x 3) + (2 x 3)
2 days
2 days
6 days
Prior to teaching this
competency, provide inputs and
exercises first on:
Solves routine and non-routine
problems using appropriate
problem-solving strategies and
tools:
a. multiplication of whole
numbers including money
b. multiplication and addition or
subtraction of whole numbers
including money
#
27
28
29
30
MELC
Divides numbers without or with remainder:
a. 2- to 3-digit numbers by 1- to 2- digit numbers
b. 2-3 digit numbers by 10 and 100
Day 26: divides 2- to 3-digit numbers by 1- to 2- digit numbers without remainder
Day 27: divides 2- to 3-digit numbers by 1- to 2- digit numbers with remainder
Day 28: divides 2- to 3-digit numbers by 10 and 100 without or with remainder
Estimates the quotient of 2- to 3- digit numbers by 1- to 2- digit numbers. (M3NS-IIi-55.1)
Day 29: estimates the quotient of 2- to 3- digit numbers by 1-digit number.
Day 30: estimates the quotient of 2- to 3- digit numbers by 2-digit numbers.
Divides mentally 2-digit numbers by 1-digit numbers without remainder using appropriate
strategies.
Day 31: divides mentally 2-digit numbers by 1-digit numbers without remainder using
appropriate strategies.
Solves routine and non-routine problems involving division of 2- to 4-digit numbers by 1- to
2-digit numbers without or with any of the other operations of whole numbers including
money using appropriate problem-solving strategies and tools. (M3NS-IIj-56.2)
Day 32: solves routine problems involving division of 2- to 4-digit numbers by 1- to 2-digit
numbers without any of the other operations of whole numbers including money using
appropriate strategies and tools.
Day 33: solves routine problems involving division of 2- to 4-digit numbers by 1- to 2-digit
numbers with any of the other operations of whole numbers including money using
appropriate strategies and tools.
Day 34: solves non-routine problems involving division of 2- to 4-digit numbers by 1- to 2-digit
numbers without any of the other operations of whole numbers including money using
appropriate strategies and tools.
Day 35: solves non-routine problems involving division of 2- to 4-digit numbers by 1- to 2-digit
numbers with any of the other operations of whole numbers including money using
appropriate strategies and tools.
Number of days taught
3 days
2 days
1 day
4 days
Remarks
QUARTER 3
Content Standard: The learner demonstrates understanding of proper and improper, similar and dissimilar and equivalent fractions.
Performance Standard: The learner is able to recognize and represent proper and improper, similar and dissimilar and equivalent
fractions in various forms and contexts.
#
MELC
Number of days taught Remarks
Identifies
odd
and
even
numbers.
(M3NS-IIIa-63)
31
2 days
Day 1: Identifies odd numbers.
Day 2: Identifies even numbers
32 Visualizes and represents fractions that are equal to one and greater than one using
5 days
regions, sets and number line.
Day 3: visualizes and represents fractions that are equal to one using regions.
Day 4: visualizes and represents fractions that are greater than one using regions.
Day 5: visualizes and represents fractions that are equal to one using set
Day 6: visualizes and represents fractions that are greater than one using sets
Day 7: visualizes and represents fractions that are equal to one and greater than one using
number line.
33 Reads and writes fractions that are equal to one and greater than one in symbols and in
2 days
words. (M3NS-IIIb-76.3)
Day 8: reads and writes fractions that are equal to one in symbols and in words.
Day 9: reads and writes fractions that are greater than one in symbols and in words.
34 Represents, compares and arranges dissimilar fractions in increasing or decreasing order.
4 days
Day 10: Represents and compares dissimilar fractions with the same numerators.
Day 11: Represents and compares dissimilar fractions with the different numerators
Day 12: Arranges dissimilar fractions in increasing order
Day 13: Arranges dissimilar fractions in decreasing order.
35 Visualizes and generates equivalent fractions. (M3NS-IIIe-72.7)
3 days
Day 14: visualizes equivalent fractions.
Day 15: generates equivalent fractions by shading and paper folding
Day 16: generates equivalent fractions by multiplying or dividing the numerator and
denominator by the same number
Content Standard: The learner demonstrates understanding of lines and symmetrical designs
Performance Standard: The learner is able to recognize and represent lines in real objects and designs or drawings and complete
symmetrical designs
36 Recognizes and draws a point, line, line segment and ray. (M3GE-IIIe-11)
3 days
Day 17: recognizes and draws a point and line
Day 18: recognizes and draws a line segment
Day 19: recognizes and draws a ray.
#
37
MELC
Recognizes and draws parallel, intersecting and perpendicular lines.
(M3GE-IIIf-12.1)
Day 20: recognizes and draws parallel lines.
Day 21: recognizes and draws intersecting lines.
Day 22: recognizes and draws perpendicular lines.
Day 23: recognizes and draws parallel, intersecting, and perpendicular
lines.
Number of
days taught
4 days
Remarks
After day 23, please give culminating
exercises involving recognizing and
draws parallel, intersecting, and
perpendicular lines
Visualizes, identifies and draws congruent line segments. (M3GE-IIIf-13)
1 day
Day 24: Visualizes, identifies, and draws congruent line segments
39 Identifies and visualizes symmetry in the environment and in design.
2 days
(M3GE-IIIg-7.3)
Day 25: visualizes symmetry in the environment and in design.
Day 26: identifies symmetry in the environment and in design.
40 Identifies and draws the line of symmetry in a given symmetrical figure.
1 day
(M3GE-IIIg-7.4)
Day 27: identifies and draws the line of symmetry in a given symmetrical
figure.
41 Completes a symmetric figure with respect to a given line of symmetry.
1 day
(M3GE-IIIh-7.5)
Day 28: completes a symmetric figure with respect to a given line of
symmetry.
Content Standard: The learner demonstrates understanding of continuous and repeating patterns and mathematical sentences
involving multiplication and division of whole numbers.
Performance Standard: The learner is able to apply knowledge of continuous and repeating patterns and number sentences
involving multiplication or division of whole numbers in various situations.
42 Determines the missing term/s in a given combination
2 days
of continuous and repeating pattern.
e.g. 4A,5B, 6A,7B, (M3AL-IIIi-4)
Day 29: determines the missing term/s in a given combination of
continuous pattern. e.g. 4A,5B, 6A,7B,
Day 30: determines the missing term/s in a given combination of
repeating pattern. e.g. 4A,5B, 6A,7B,
38
#
43
MELC
Finds the missing value in a number sentence involving multiplication or
division of whole numbers. e.g. n x 7 = 56 56 ÷ n = 8 (M3AL-IIIj-12)
Day 31: finds the missing value in a number sentence involving
multiplication of whole numbers. e.g., n x 7 = 56 56 ÷ n = 8 (M3AL-IIIj-12)
Day 32: finds the missing value in a number sentence involving division of
whole numbers. e.g., n x 7 = 56 56 ÷ n = 8 (M3AL-IIIj-12)
Number of
days taught
3 days
Remarks
After day 32, please give culminating
exercises involving finding the missing
value in a number sentence involving
multiplication or division of whole
numbers
QUARTER 4
Content Standard: The learner demonstrates understanding of conversion of time, linear, mass and capacity measures and area of
square and rectangle.
Performance Standard: The learner is able to apply knowledge of conversion of time, linear, mass and capacity measures and area
of rectangle and square in mathematical problems and real life situations.
#
MELC
Remarks
Number of
days taught
44 Visualizes, represents, and converts time measure:
7 days
a. from seconds to minutes, minutes to hours, and hours to a day and
vice versa
b. days to week, month and year and vice versa
c. weeks to months and year and vice versa
d. months to year and vice versa.
Day 1: visualizes, represents, and converts time measure from seconds to
minutes and vice versa
Day 2: visualizes, represents, and converts time measure from minutes to
hours and vice versa
Day 3: visualizes, represents, and converts time measure from hours to a
day and vice versa
Day 4: visualizes, represents, and converts time measure from days to
week and vice versa
Day 5: visualizes, represents, and converts time measure from days to
Limited only to number of days that is
month and year and vice versa
multiple of 365
45
46
47
48
49
50
Day 6: visualizes, represents, and converts time measure from weeks to
months and year and vice versa
Day 7: visualizes, represents, and converts time measure from months to
year and vice versa.
Solves problems involving conversion of time measure.
Day 8: solves problems involving conversion of time measure (seconds,
minutes, hours, and day)
Day 9: solves problems involving conversion of time measure (days,
weeks, months, and years)
Visualizes, and represents, and converts common units of measure from
larger to smaller unit and vice versa: meter and centimeter, kilogram
and gram, liter and milliliter. (M3ME-IVb-39)
Day 10: visualizes, represents, and converts meter and centimeter from
larger to smaller unit and vice versa
Day 11: visualizes, represents, and converts kilogram and gram from
larger to smaller unit and vice versa
Day 12: visualizes, represents, and converts liter and milliliter from larger
to smaller unit and vice versa.
Visualizes, and represents, and solves routine and nonroutine problems
involving conversions of common units of measure. (M3ME-IVc-40)
Day 13: visualizes, represents, and solves routine problems involving
conversions of common units of measure
Day 14: visualizes, represents, and solves non-routine problems involving
conversions of common units of measure
Solves routine and non-routine problems involving capacity measure.
Day 15: solves routine and non-routine problems involving capacity
measure.
Visualizes, and represents, and measures area using
appropriate unit. (M3ME-IVd-43)
Day 16: visualizes, represents, and measures area using appropriate unit.
Solves routine and non-routine problems involving areas of squares and
rectangles. (M3ME-IVf-46)
Day 17: Solves routine problems involving areas of squares
Day 18: solves routine problems involving areas of rectangles
Limited only to number of weeks that
is multiple of 52
Limited only to number of months
that is multiple of 12
2 days
3 days
2 days
1 day
1 day
3 days
#
MELC
Number of
days taught
Remarks
Day 19: solves non-routine problems involving areas of squares and rectangles
Content Standard: The learner demonstrates understanding of conversion of time, linear, mass and capacity measures and area of
square and rectangle.
Performance Standard: The learner is able to apply knowledge of conversion of time, linear, mass and capacity measures and area
of rectangle and square in mathematical problems and real life situations.
51 Collects data on one variable using existing records. (M3SP-IVg-1.3)
2 days
Day 20: collects data on one variable using existing records.
Use existing records in real life
Day 21: collects data on one variable by conducting survey within the family or
classmates
52 Sorts, classifies, and organizes data in tabular form and presents this into a
3 days
vertical or horizontal bar graph. (M3SP-IVg-2.3)
Day 22: sorts and classifies data
Day 23: organizes data in tabular form
Day 24: presents data into a vertical or horizontal bar graph.
53 Infers and interprets data presented in different kinds of bar graphs (vertical/
2 days
horizontal). (M3SP-IVh-3.3)
Day 25: infers data presented in a vertical and horizontal bar graphs
Day 26: interprets data presented in a vertical/horizontal bar graphs
54 Solves routine and non-routine problems using data presented in a single-bar
2 days
graph. (M3SP-IVh-4.3)
Day 27: solves routine problems using data presented in a single-bar graph.
Day 28: solves non-routine problems using data presented in a single-bar graph.
55 Tells whether an event is sure, likely, equally likely, unlikely, and impossible to
3 days
happen. (M3SP-IVi-7.3)
Day 29: tells whether an event is sure and impossible to happen
Day 30: tells whether an event is likely, equally likely, unlikely to happen
Day 31: tells whether an event is sure, likely, equally likely, unlikely, and impossible
to happen.
56 Describes events in real-life situations using the phrases “sure to happen “likely to
1 day
happen”, “equally likely to happen”, “unlikely to happen”, and “impossible to
happen”. (M3SP-IVj-8.3)
Day 32: describes events in real-life situations using the phrases “sure to happen,
“likely to happen”, “equally likely to happen”, “unlikely to happen”, and
“impossible to happen”.
Learning Area: MATHEMATICS Grade Level: 4
QUARTER 1
Content Standard:
1. The learner demonstrates understanding of whole numbers up to 100,000.
2. The learner demonstrates understanding of multiplication and division of whole numbers including money.
Performance Standard:
1. The learner is able to recognize and represent whole numbers up to 100,000 in various forms and contexts.
2. The learner is able to apply multiplication and division of whole numbers including money in mathematical problems and real-life
situations.
#
MELC
Remarks
Number of
days taught
1
Visualizes numbers up to 100 000 with emphasis on numbers 10 001–100
1 day
000. (M4NS-Ia-1.4)
Day 1: Visualizes numbers up to 100 000 with emphasis on numbers 10 001–
100 000.
2
2 days
Gives the place value and value of a digit in numbers up to 100 000.
(M4NS-Ia-10.4)
Day 2: Gives the place value of a digit in numbers up to 100 000.
Day 3: Gives the value of a digit in numbers up to 100 000.
Reads and writes numbers, in symbols and in words, up to hundred
3
2 days
thousand and compare them using relation symbols
Day 4: Reads and writes numbers, in symbols and in words, up to hundred
thousand
Day 5: Compares numbers up to hundred thousand using relation
symbols
Rounds numbers to the nearest thousand and ten thousand. (M4NS-Ib-5.2)
4
1 day
Day 6: Rounds numbers to the nearest thousand and ten thousand
5
2 days
Orders numbers up to 100 000 in increasing or decreasing order. (M4NSIb-13.4)
Day 7: Orders numbers up to 100 000 in increasing order.
Day 8: Orders numbers up to 100 000 in decreasing order.
6
2 days
Multiplies numbers up to 3-digit numbers by up to 2-digit numbers without
or with regrouping. (M4NS-Ic-43.7)
Day 9: Multiplies numbers up to 3-digit numbers by up to 2-digit numbers
without regrouping
Day 10: Multiplies numbers up to 3-digit numbers by up to 2-digit numbers
with regrouping.
7
8
9
10
Estimates the products of 3- to 4-digit numbers by 2- to 3- digit numbers
with reasonable results. (M4NS-Ic-44.2)
Day 11: Estimates the products of 3- to 4-digit numbers by 2-digit numbers
with reasonable results
Day 12: Estimates the products of 3- to 4-digit numbers by 3- digit numbers
with reasonable results
Multiplies mentally 2-digit by 1-to 2-digit numbers with products up to 200
and explains the strategies used. (M4NS-Id-42.3)
Day 13: Multiplies mentally 2-digit by 1 digit number with products up to
200 and explains the strategies used.
Day 14: Multiplies mentally 2-digit by 2-digit numbers with products up to
200 and explains the strategies used.
Solves routine and non-routine problems involving multiplication of whole
numbers including money using appropriate problem-solving strategies
and tools. (M4NS-Id-45.4)
Day 15: Solves routine problems involving multiplication of whole numbers
including money using appropriate problem-solving strategies and tools.
Day 16: Solves non-routine problems involving multiplication of whole
numbers including money using appropriate problem-solving strategies
and tools.
Solves multi-step routine and non-routine problems involving
multiplication and addition or subtraction using appropriate problemsolving strategies and tools. (M4NS-Ie-45.5)
Day 17: Solves multi-step routine problems involving multiplication and
addition or subtraction using appropriate problem-solving strategies and
tools.
Day 18: Solves multi-step non-routine problems involving multiplication
and addition or subtraction using appropriate problem-solving strategies
and tools.
After day 10, provide culminating
exercises covering multiplication of
numbers up to 3-digit numbers by
up to 2-digit numbers without or with
regrouping.
2 days
2 days
2 days
2 days
#
11
MELC
Divides 3- to 4-digit numbers by 1-to 2-digit numbers without and with
remainder. (M4NS-If-54.3)
Number of
days taught
2 days
Day 19: Divides 3- to 4-digit numbers by 1-to 2-digit numbers without
remainder.
Day 20: Divides 3- to 4-digit numbers by 1-to 2-digit numbers with
remainder.
12
13
14
Divides mentally 2- to 4-digit numbers by tens or hundreds or by 1 000
without and with remainder.
Day 21: Divides mentally 2- to 4-digit numbers by tens or hundreds without
remainder.
Day 22: Divides mentally 2- to 4-digit numbers by tens or hundreds with
remainder
Day 23: Divides mentally 2- to 4-digit numbers by thousands without or
with remainder.
Estimates the quotient of 3- to 4-digit dividends by 1- to 2-digit divisors
with reasonable results. (M4NS-Ig-55.2)
Day 24: Estimates the quotient of 3- to 4-digit dividends by 1-digit divisors
with reasonable results.
Day 25: Estimates the quotient of 3- to 4-digit dividends by 2-digit divisors
with reasonable results.
Solves routine and non-routine problems involving division of 3- to 4-digit
numbers by 1-to 2-digit numbers including money using appropriate
problem-solving strategies and tools. (M4NS-Ih-56.3)
Day 26: Solves routine problems involving division of 3- to 4-digit numbers
by 1-to 2-digit numbers including money using appropriate problemsolving strategies and tools
Day 27: Solves non-routine problems involving division of 3- to 4-digit
numbers by 1-to 2-digit numbers including money using appropriate
problem-solving strategies and tools.
3 days
2 days
2 days
Remarks
Prior to teaching this competency,
give inputs and exercises first on:
Divides numbers without and with
remainder 2- to 3-digit numbers by
1- to 2- digit numbers (G3, Q2)
After day 20, provide a culminating
exercise involving Division of 3- to 4digit numbers by 1-to 2-digit
numbers without and with
remainder.
Prior to teaching this competency,
give input and exercise first on:
Divides numbers with remainder 2to 3-digit numbers by 10 or 100
without or with remainder (G3, Q2)
Prior to teaching this competency,
give input and exercise first on:
Estimates the quotient of 2- to 3-digit
numbers by 1-to 2-digit numbers
(G3, Q2)
Prior to teaching this competency,
give input and exercise first on:
Solves routine and non-routine
problems involving division of 2- to 4digit numbers by 1- to 2-digit
numbers without or with any of the
other operations of whole numbers
including money using appropriate
problem-solving strategies and tools.
#
MELC
15
Solves multi-step routine and non-routine problems involving division and
any of the other operations of whole numbers including money using
appropriate problem-solving strategies and tools. (M4NS-Ih-56.4)
Day 28: Solves multi-step routine problems involving division and any of
the other operations of whole numbers using appropriate problem-solving
strategies and tools.
Day 29: Solves multi-step non-routine problems involving division and any
of the other operations of whole numbers using appropriate problemsolving strategies and tools.
Day 30: Solves multi-step routine and non-routine problems involving
division and any of the other operations of whole numbers including
money using appropriate problem-solving strategies and tools.
Performs a series of two or more operations applying Multiplication,
Division, Addition, Subtraction (MDAS) correctly.
Day 31: States, explains, and interprets Multiplication, Division, Addition,
Subtraction (MDAS) rule correctly.
Day 32: Performs a series of two or more operations applying
multiplication, division, addition or subtraction (MDAS) rule correctly.
16
Number of
days taught
3 days
Remarks
Prior to teaching this competency,
give input and exercise first on:
solves routine and non-routine
problems involving division of 2- to 4digit numbers by 1- to 2-digit
numbers without or with any of the
other operations of whole numbers
including money using appropriate
problem-solving strategies and tools.
2 days
QUARTER 2
Content Standard:
1. The learner demonstrates understanding of factors and multiples and addition and subtraction of fractions.
2. The learner demonstrates understanding of improper fractions, mixed numbers and decimals
Performance Standard:
1. The learner is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical
problems and real-life situations.
2. The learner is able to recognize and represent improper fractions, mixed numbers and decimals
#
MELC
Number of days taught
Remarks
17 Identifies factors of a given number up to 100. (M4NS-IIa-64)
2 days
Day 1: Illustrates and defines factors. Identifies factors of a given number from 1 to 20.
Day 2: Identifies factors of a given number from 21 to 100.
18 Identifies the multiples of a given number up to 100. (M4NS-IIa-65)
2 days
Day 3: Illustrates and defines multiples. Identifies the multiples of a given number up from
1 to 20.
19
20
21
22
23
24
25
26
27
Day 4: Identifies the multiples of a given number up from 21 to 100.
Differentiates prime from composite numbers. (M4NS-IIb-66)
Day 5: Identifies prime numbers and composite numbers
Day 6: Differentiates prime from composite numbers.
Writes a given number as a product of its prime factors. (M4NS-IIb-67)
Day 7: Writes a given number as a product of its prime factors.
Finds the common factors, greatest common factor (GCF), common multiples and least
common multiple (LCM) of two numbers using the following methods: listing, prime
factorization, and continuous division.
Day 8: Finds the common factors and the greatest common factor (GCF) of two
numbers using the listing method.
Day 9: Finds the common factors and greatest common factors (GCF) of two numbers
using prime factorization method.
Day 10: Finds the common factors and the greatest common factor (GCF) of two
numbers using continuous division method
Day 11: Finds the common multiples and least common multiple (LCM) of two numbers
using listing and prime factorization method
Day 12: Finds the common multiples and least common multiple (LCM) of two numbers
using continuous division method.
Solves real-life problems involving GCF and LCM of 2 given numbers. (M4NS-IId-70.1)
Day 13: Solving real-life problems involving GCF of two given numbers.
Day 14: Solving real-life problems involving LCM of 2 given numbers.
Changes improper fraction to mixed numbers and vice versa. (M4NS-IIe-80)
Day 15: Identify kinds of fractions: proper fractions, improper fractions, and mixed
numbers. Changes improper fraction to mixed numbers.
Day 16: Changes mixed numbers to improper fraction.
Changes fractions to lowest forms. (M4NS-IIe-81)
Day 17: Changes fractions to lowest forms.
Visualizes addition and subtraction of similar and dissimilar fractions.
Day 18: Visualizes addition and subtraction of similar fractions.
Day 19: Visualizes addition and subtraction of dissimilar fractions
Visualizes subtraction of a fraction from a whole number. (M4NS-IIf-82.2)
Day 20: Visualizes subtraction of a fraction from a whole number.
Performs addition and subtraction of similar and dissimilar fractions. (M4NS-IIg-83)
Day 21: Performs addition and subtraction of similar fractions
Day 22: Performs addition of dissimilar fractions.
Day 23: Performs subtraction dissimilar fractions.
2 days
1 day
5 days
2 days
2 days
1 day
2 days
1 day
3 days
#
28
29
30
31
32
33
34
MELC
Solves routine and non-routine problems involving addition and/or subtraction of
fractions using appropriate problem-solving strategies and tools.
Day 24: Solves routine and non-routine problems involving addition or subtraction of
fractions using appropriate problem-solving strategies and tools.
Day 25: Solves routine and non-routine problems involving addition and subtraction of
fractions using appropriate problem-solving strategies and tools.
Visualizes decimal numbers using models like blocks, grids, number lines and money to
show the relationship to fractions. (M4NS-IIi-99)
Day 26: Visualizes decimal numbers using models like blocks and grids to show the
relationship to fractions.
Day 27: Visualizes decimal numbers using models like number lines and money to show
the relationship to fractions.
Renames decimal numbers to fractions, and fractions whose denominators are factors of
10 and 100 to decimals. (M4NS-IIi-100)
Day 28: Renames decimal numbers to fractions
Day 29: Renames fractions whose denominators are factors of 10 and 100 to decimals.
Gives the place value and the value of a digit of a given decimal number through
hundredths. (M4NS-IIi-101.1)
Day 30: Gives the place value of a digit of a given decimal number through hundredths.
Day 31: Gives the value of a digit of a given decimal number through hundredths.
Reads and writes decimal numbers through hundredths. (M4NS-IIj-102.1)
Day 32: Reads and writes decimal numbers through hundredths.
Rounds decimal numbers to the nearest whole number and tenth. (M4NS-IIj-103.1)
Day 33: Rounds decimal numbers to the nearest whole number and tenths
Compares and arranges decimal numbers. (M4NS-IIj-104.1)
Day 34: Compares decimal numbers.
Day 35: Arranges decimal numbers.
Number of days taught
2 days
2 days
2 days
2 days
1 day
1 day
2 days
Remarks
QUARTER 3
Content Standard: The learner demonstrates understanding of the concepts of parallel and perpendicular lines, angles, triangles, and
quadrilaterals.
Performance Standard: The learner is able to describe parallel and perpendicular lines, angles, triangles, and quadrilaterals
#
MELC
Number of days taught Remarks
35 Describes and draws parallel, intersecting, and perpendicular lines using ruler and set
2 days
square.
Day 1: Describes and identifies parallel, intersecting, and perpendicular lines.
Day 2: Draws parallel, intersecting, and perpendicular lines using ruler and set square
36 Describes and illustrates different angles (right, acute, and obtuse) using models. (M4GE2 days
IIIb-14)
Day 3: Describes and illustrates different angles (right, acute, and obtuse) using models
Day 4: Draws different angles (right, acute, and obtuse) using protractor.
37 Describes the attributes/properties of triangles and quadrilaterals using concrete objects or
3 days
models. (M4GE-IIIb-15)
Day 5: Describes the attributes/properties of triangles using concrete objects or models
Day 6: Describes the attributes/properties of quadrilaterals (parallelogram: square,
rhombus, and rectangle) using concrete objects or models
Day 7: Describes the attributes/properties of quadrilaterals (trapezoid) using concrete
objects or models
38 Identifies and describes triangles according to sides and angles. (M4GE-IIIc-16)
1 days
Day 8: Identifies and describes triangles according to sides and angles.
39 Identifies and describes the different kinds of quadrilaterals: square, rectangle,
2 days
parallelogram, trapezoid, and rhombus. (M4GE-IIIc-17)
Day 9: Identifies and describes the different kinds of quadrilaterals: square, rectangle, and
rhombus
Day 10: Identifies and describes the different kinds of quadrilaterals: parallelogram and
trapezoid,
40 Relates triangles to quadrilaterals (M4GE-IIId-18.1)
1 day
Day 11: Relates triangles to quadrilaterals
41 relates one quadrilateral to another quadrilateral (e.g. square to rhombus). (M4GE-IIId-18.2)
3 days
Day 12: Relates one quadrilateral to another quadrilateral: square to rhombus; square to
rectangle by using models or objects.
Day 13: Relates one quadrilateral to another quadrilateral: parallelogram to trapezoid by
using models or objects.
Day 14: Relates one quadrilateral to another quadrilateral: square to rhombus; square to
rectangle; parallelogram to trapezoid by using properties of the quadrilaterals.
Content Standard: The learner demonstrates understanding of concepts of continuous and repeating patterns and number
sentences.
Performance Standard: The learner is able to identify the missing element in a pattern and number sentence.
#
MELC
Number of
Remarks
days taught
42 Determines the missing term/s in a sequence of numbers (odd numbers,
2 days
even numbers, multiples of a number, factors of a number, etc.) e.g., 3, 6, 9,
4, 8, 12, 16 (M4AL-IIIe-5)
Day 15: Determines the missing term/s in a sequence of odd and even
numbers, multiples of a number
Day 16: Determines the missing term/s in a sequence of factors of a number
and other sequences
43 Finds the missing number in an equation involving properties of operations.
2 days
Prior to teaching this
(e.g. (4+_) + 8 = 4 + (5 + ) (M4AL-IIIe-13)
competency, give input and
Day 17: Finds the missing number in an equation involving identity, zero and
exercise first on:
commutative property.
find the missing value in a
Day 18: Finds the missing number in an equation involving associative
number sentence involving
property and distributive property of multiplication over addition.
multiplication or division of whole
numbers. e.g., n x 7 = 56 56 ÷ n =
8 (G3, Q3)
Content Standard: The learner demonstrates understanding of the concept of time, perimeter, area, and volume.
Performance Standard: The learner is able to apply the concepts of time, perimeter, area, and volume to mathematical problems
and real-life situations.
44 Finds the elapsed time in minutes and seconds. (M4ME-IIIf-11)
1 day
Day 19: Finds the elapsed time in minutes and seconds.
45 Estimates the duration of time in minutes. (M4ME-IIIf-12)
1 day
Day 20: Estimates the duration of time in minutes
46 Solves problems involving elapsed time. (M4ME-IIIg-13)
2 days
Day 21: Solves problems involving elapsed time using counting methods
Day 22: Solves problems involving elapsed time using subtraction with and
without regrouping
47 Visualizes the perimeter of any given plane figure in different situations.
2 days
(M4ME-IIIg-48)
Day 23: Visualizes the perimeter of triangle and any other kinds of triangles in
different situations
Day 24: Visualizes the perimeter of quadrilaterals and any given plane figure
in different situations
#
48
49
50
51
52
MELC
Measures the perimeter of any given figure using appropriate tools. (M4MEIIIh-49)
Day 25: Measures the perimeter of any given figure using appropriate tools.
Finds the perimeter of triangles, squares, rectangles, parallelograms, and
trapezoids. (M4ME-IIIi-51)
Day 26: Finds the perimeter of triangles and trapezoids.
Day 27: Finds the perimeter of parallelogram: squares and rectangles,
Solves routine and non-routine problems in real-life situations involving
perimeter of squares and rectangles, triangles, parallelograms, and
trapezoids.
Day 28: Solves routine and non-routine problems in real-life situations
involving perimeter of triangles and trapezoids.
Day 29: Solves routine and non-routine problems in real-life situations
involving perimeter of parallelograms: squares and rectangles.
Differentiates perimeter from area. (M4ME-IIIj-53)
Day 30: Identify and differentiates perimeter from area.
Converts sq. cm to sq. m and vice versa. (M4ME-IIIj-54)
Day 31: Converts sq. cm to sq. dm and vice versa
Day 32: Converts sq. dm to sq. m and vice versa
Day 33: Converts sq. cm to sq. m and vice versa
Number of
days taught
1 day
Remarks
2 days
2 days
1 day
3 days
QUARTER 4
Content Standard: The learner demonstrates understanding of the concept of time, perimeter, area, and volume.
Performance Standard: The learner is able to apply the concepts of time, perimeter, area, and volume to mathematical problems
and real-life situations.
#
MELC
Number of days taught
Remarks
53 Finds the area of irregular figures made up of squares and rectangles using sq. cm and sq.
2 days
m. (M4ME-IVa-55)
Day 1: Finds the area of irregular figures made up of squares using sq. cm and sq. meter.
Day 2: Finds the area of irregular figures made up of rectangles using sq. cm and sq.
meter.
54 Finds the area of triangles, parallelograms and trapezoids using sq. cm and sq. m. (M4ME3 days
IVb-58)
Day 3: Finds the area of triangles, using sq. cm and sq. m.
Day 4: Finds the area of parallelograms using sq. cm and sq. m.
Day 5: Finds the area of trapezoids using sq. cm and sq. m.
55 Solves routine and non-routine problems involving squares, rectangles, triangles,
2 days
parallelograms, and trapezoids. (M4ME-IVc-60)
Day 6: Solves routine and non-routine problems involving parallelograms: squares and
rectangles.
Day 7: Solves routine and non-routine problems involving triangles and trapezoids.
56 Visualizes the volume of solid figures in different situations using non-standard (e.g.
2 days
marbles, etc.) and standard units. (M4ME-IVd-62)
Day 8: Visualizes the volume of solid figures in different situations using non-standard (e.g.,
marbles, etc.)
Day 9: Visualizes the volume of solid figures in different situations using standard units.
57 Finds the volume of a rectangular prism using cu. cm and cu. m. (M4ME-I'Ve-64)
2 days
Day 10: Visualizes the formula for the volume of a rectangular prisms.
Day 11: Finds the volume of a rectangular prism using cu.cm and cu. m.
58 Solves routine and non-routine problems involving the volume of a rectangular prism.
2 days
(M4ME-IVf-65)
Day 12: Solves routine and non-routine problems involving the volume of a cube.
Day 13: Solves routine and non-routine problems involving the volume of a rectangular
prism.
Content Standard: The learner demonstrates understanding of the concepts of bar graphs and simple experiments.
Performance Standard: The learner is able to create and interpret simple representations of data (tables and bar graphs) and
describe outcomes in simple experiments.
59 Collects data on two variables using any source. (M4SP-IVg-1.4)
3 days
Day 14: Collects data on two variables using questionnaire.
Day 15: Collects data on two variables using Interview
Day 16: Collects data on two variables using secondary sources e.g. newspapers,
government websites etc.
60 Organizes data in tabular form and presents them in a single/double horizontal or vertical
2 days
bar graph. (M4SP-IVg-2.4)
Day 17: Organizes data in tabular form and presents in a single horizontal and vertical bar
graph
Day 18: Organizes data in tabular form and presents in a double horizontal and vertical
bar graph.
#
MELC
61
Interprets data presented in different kinds of bar graphs
(vertical/horizontal, single/double bars). (M4SP-IVg-3.4)
Day 19: Interprets data presented in a single horizontal or vertical bar
graph.
Day 20: Interprets data presented in double horizontal or vertical bar
graph.
Solves routine and non-routine problems using data presented in a single
or double-bar graph. (M4SP-IVh-4.4)
Day 21: Solves routine and non-routine problems using data presented in a
single bar graph
Day 22: Solves routine and non-routine problems using data presented in a
double bar graph
Draws inferences based on data presented in a double-bar graph. (M4SPIVh-5.4)
Day 23: Draws inferences based on data presented in a double-bar
graph.
Records favorable outcomes in a simple experiment (e.g., tossing a coin,
spinning a wheel, etc.) (M4SP-IVi-9)
Day 24: Records favorable outcomes in a simple experiment by tossing a
coin.
Day 25: Records favorable outcomes in a simple experiment by rolling a
die.
Day 26: Records favorable outcomes in a simple experiment choosing
cards from a deck of cards.
Day 27: Records favorable outcomes in a simple experiment by spinning a
wheel
62
63
64
65
Expresses the outcome in a simple experiment in words, symbols, tables,
or graphs. (M4SP-IVi-10)
Day 28: Expresses the outcome in a simple experiment in words and
symbols.
Day 29: Expresses the outcome in a simple experiment in tables or graphs.
Number of
days taught
2 days
Remarks
2 days
1 day
4 days
Prior to teaching this competency,
give input and exercise first on:
tells whether an event is sure, likely,
equally likely, unlikely, and
impossible to happen (G3,Q4)
describes events in real-life situations
using the phrases “sure to happen,
“likely to happen”, “equally likely to
happen”, “unlikely to happen”, and
“impossible to happen”.
2 days
#
66
67
MELC
Explains the outcomes in an experiment. (M4SP-IVi-11)
Day 30: Interprets and explains the outcomes in an
experiment.
Solves routine and non-routine problems involving a simple experiment.
(M4SP-IVj-12)
Day 31: Solves routine problems involving a simple experiment.
Day 32: Solves non-routine problems involving a simple experiment.
Number of
days taught
1 day
2 days
Remarks
Make sure to give samples involving
different experiments such as tossing
a coin, rolling a die, drawing a card,
spinning a wheel.
Learning Area: MATHEMATICS Grade Level: 5
QUARTER 1
Content Standard: The learner demonstrates understanding of divisibility, order of operations, factors, and multiples, and the four
fundamental operations involving fractions.
Performance Standard: The learner is able to apply divisibility, order of operations, factors and multiples, and the four fundamental
operations involving fractions in mathematical problems and real-life situations.
#
MELC
Number of
Remarks
days taught
1
2 days
Uses divisibility rules for 2, 5 and 10 to find the common factors of numbers.
(M5NS-Ib-58.1)
Day 1: Identifies and states the divisibility rules for 2, 5 and 10.
Day 2: Uses divisibility rules for 2, 5 and 10 to find the common factors of numbers.
2
Uses divisibility rules for 3, 6 and 9 to find common factors. (M5NS-Ib-58.2)
2 days
Day 3: Uses divisibility rules for 3 and 9 to find common factors.
Day 4: Uses divisibility rules for 6 to find common factors.
Uses divisibility rules for 4, 8, 12 and 11 to find common factors. (M5NSIb-58.3)
3
3 days
Day 5: Uses divisibility rules for 4 and 8 to find common factors.
Day 6: Uses divisibility rules for 12 to find common factors.
Day 7: Uses divisibility rules for 11 to find common factors.
4
Solves routine and non-routine problems involving factors, multiples, and
divisibility rules for 2,3,4,5,6,8,9,10,11, and 12. (M5NS-Ic-59)
2 days
Day 8: Solves routine problems involving factors, multiples, and divisibility rules for
2,3,4,5,6,8,9,10,11, and 12.
Day 9: Solves non-routine problems involving factors, multiples, and divisibility
rules for 2,3,4,5,6,8,9,10,11, and 12.
Prior to teaching this
5
Performs a series of more than two operations on whole numbers applying
2 days
Parenthesis, Multiplication, Division, Addition, Subtraction (PMDAS) or Grouping,
competency, give inputs and
Multiplication, Division, Addition, Subtraction (GMDAS) correctly.
exercises first on:
performs a series of two or
Day 10: Performs a series of operations on whole numbers applying any two
more operations
operations and a parenthesis using the PMDAS or GMDAS rule.
applying Multiplication,
Day 11: Performs a series of operations on whole numbers applying any three to
Division, Addition,
four operations and grouping symbols using the PMDAS or GMDAS rule.
Subtraction (MDAS) correctly.
#
6
7
8
9
10
11
12
MELC
Finds the common factors, GCF, common multiples and LCM of 2–4 numbers
using continuous division.
Day 12: Finds the common factors and GCF of 2 - 4 numbers using continuous
division.
Day 13: Finds the common multiples and LCM of 2 - 4 numbers using continuous
division.
Solves real-life problems involving GCF and LCM of 2-3 given numbers. (M5NSIe-70.2)
Day 14 to 15: Solves real-life problems involving GCF of 2-3 given numbers.
Number of
days taught
2 days
2 days
Adds and subtracts fractions and mixed fractions without and with regrouping.
(M5NS-Ie-84)
Day 16: Adds and subtracts fractions and mixed fractions without regrouping.
Day 17: Adds and subtracts fractions and mixed fractions with regrouping.
Solves routine and non-routine problems involving addition and/or subtraction of
fractions using appropriate problem-solving strategies and tools. (M5NS-If-87.2)
Day 18: Solves routine problems involving addition and/or subtraction of fractions
using appropriate problem-solving strategies and tools.
Day 19: Solves non-routine problems involving addition and/or subtraction of
fractions using appropriate problem-solving strategies and tools.
2 days
Visualizes multiplication of fractions using models. (M5NS-Ig-89)
Day 20: Visualizes multiplication of fractions using models.
Multiplies a fraction and a whole number and another fraction. (M5NS-Ig-90.1)
Day 21: Multiplies fraction and a whole number.
Day 22: Multiplies a fraction and another fraction.
Day 23: Multiplies a fraction and a whole number and another fraction.
Multiplies mentally proper fractions with denominators up to 10. (M5NS-Ig-91)
Day 24: Multiplies mentally proper fractions with denominators up to 10.
1 day
2 days
Remarks
Teachers can use other
methods in presenting the
lesson like listing method, prime
factorization, etc.
After day 15, give culminating
exercises on solving real-life
problems involving both GCF
and LCM of 2-3 given numbers.
Prior to teaching this
competency, give inputs and
exercises first on:
solves routine and non-routine
problems
involving addition and/or
subtraction of fractions using
appropriate problem-solving
strategies and tools. (M4NS-IIh87.1)
3 days
1 day
#
13
14
15
16
17
MELC
Solves routine or non -routine problems involving multiplication without or with addition or
subtraction of fractions and whole numbers using appropriate problem-solving strategies
and tools. (M5NS-Ih-92.1)
Day 25: Solves routine and non-routine problems involving multiplication without addition
or subtraction of fractions and whole numbers using appropriate problem-solving
strategies and tools.
Day 26: Solves routine and non-routine problems involving multiplication with addition or
subtraction of fractions and whole numbers using appropriate problem-solving strategies
and tools.
Shows that multiplying a fraction by its reciprocal is equal to 1. (M5NS-Ih-94)
Day 27: Shows that multiplying a fraction by its reciprocal is equal to 1.
Visualizes division of fractions. (M5NS-Ii-95)
Day 28: Visualizes division of fractions.
Divides simple fractions and whole numbers by a fraction and vice versa. (M5NS-Ii-96.1)
Day 29: Divides simple fractions and whole numbers by a fraction.
Day 30: Divides fractions by a simple fraction and whole number.
Solves routine or non-routine problems involving division without or with any of the other
operations of fractions and whole numbers using appropriate problem-solving strategies
and tools. (M5NS-Ij-97.1)
Day 31: Solves routine problems involving division without or with any of the other
operations of fractions and whole numbers using appropriate problem-solving strategies
and tools.
Day 32: Solves non -routine problems involving division without or with any of the other
operations of fractions and whole numbers using appropriate problem-solving strategies
and tools.
Number of days taught
2 days
1 day
1 day
2 days
2 days
Remarks
QUARTER 2
Content Standards:
1. The learner demonstrates understanding of decimals.
2. The learner demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.
Performance Standard:
1. The learner is able to recognize and represent decimals in various forms and contexts.
2. The learner is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical
problems and real-life situations.
Number of
#
MELC
Remarks
days taught
18 Gives the place value and the value of a digit of a given
2 days
Prior to teaching this competency, give
decimal number through ten thousandths. (M5NS-IIa-101.2)
inputs and exercises first on:
Day 1: Gives the place value of a digit of a given decimal
number through ten thousandths.
gives the place value and the value of a
digit of a given decimal number through
Day 2: Gives the value of a digit of a given decimal number
hundredths. (G4, Q1)
through ten thousandths.
19 Reads and writes decimal numbers through ten thousandths.
1 day
Prior to teaching this competency, give
(M5NS-IIa-102.2)
inputs and exercises first on:
Day 3: Reads and writes decimal numbers through ten
reads and writes decimal numbers through
thousandths.
hundredths. (M4NS-IIi-101.1)
20 Rounds decimal numbers to the nearest hundredth and
1 day
Prior to teaching this competency, give
inputs and exercises first on:
thousandth. (M5NS-IIa-103.2)
Day 4: Rounds decimal numbers to the nearest hundredth and
rounds decimal numbers to the nearest
thousandth
whole number and tenth. (M4NS-IIj-103.1)
21 Compares and arranges decimal numbers. (M5NS-IIb-104.2)
2 days
Prior to teaching this competency, give
Day 5: Compares decimal numbers.
inputs and exercises first on:
Day 6: Arranges decimal numbers.
compares and arranges decimal numbers.
22 Adds and subtracts decimal numbers through thousandths
2 days
without and with regrouping. (M5NS-IIb-106.1)
Day 7: Adds and subtracts decimal numbers through
thousandths without regrouping.
Day 8: Adds and subtracts decimal numbers through
thousandths with regrouping.
#
MELC
23
Solves routine or non-routine problems involving addition and
subtraction of decimal numbers including money using appropriate
problem-solving strategies and tools. (M5NS-IIc-108.1)
Day 9: Solves routine problems involving addition and subtraction of
decimal numbers including money using appropriate problem-solving
strategies and tools.
Day 10: Solves non-routine problems involving addition and subtraction
of decimal numbers including money using appropriate problemsolving strategies and tools.
Multiplies decimals up to 2 decimal places by 1- to 2-digit whole
numbers. (M5NS-IId-111.1)
Day 11: Multiplies decimals up to 2 decimal places by 1-digit whole
numbers.
Day 12: Multiplies decimals up to 2 decimal places by 2-digit whole
numbers.
Multiplies decimals with factors up to 2 decimal places. (M5NS-IId111.2)
Day 13: Multiplies decimals with factors of 1 decimal place.
Day 14: Multiplies decimals with factors of 1 decimal and 2-decimal
places
Day 15: Multiplies decimals with factors of 2 decimal places.
Estimates the products of decimal numbers with reasonable results.
(M5NS-IIe-112)
Day 16: Estimates the products of decimal numbers with reasonable
results.
Solves routine and non-routine problems involving multiplication without
or with addition or subtraction of decimals and whole numbers
including money using appropriate problem-solving strategies and
tools. (M5NS-IIe-113.1)
Day 17: Solves routine and non-routine problems involving multiplication
without addition or subtraction of decimals and whole numbers
including money using appropriate problem-solving strategies and
tools.
Day 18: Solves routine and non-routine problems involving multiplication
with addition or subtraction of decimals and whole numbers including
money using appropriate problem-solving strategies and tools.
24
25
26
27
Number of
days taught
2 days
2 days
3 days
1 day
2 days
Remarks
After day 10, give additional real-life
problems on solving routine or nonroutine problems involving addition
and subtraction of decimal numbers.
#
28
29
30
31
32
33
34
35
36
MELC
Divides decimals with up to 2 decimal places. (M5NS-IIf-116.1)
Day 19: Divides decimals with 1 decimal place.
Day 20: Divides decimals with 2 decimal places.
Divides whole numbers with quotients in decimal form. (M5NS-IIf-116.2)
Day 21: Divides whole numbers by 1-digit divisor with quotients in
decimal form.
Day 22: Divides whole numbers by 2-digit divisor with quotients in
decimal form.
Day 23: Divides whole numbers by more than 2-digit divisor with
quotients in decimal form.
Solves routine and non-routine problems involving division without or
with any of the other operations of decimals and whole numbers
including money using appropriate problem-solving strategies and
tools. (M5NS-IIg-120.1)
Day 24: Solves routine and non-routine problems involving division
without any of the other operations of decimals and whole numbers
including money using appropriate problem-solving strategies and
tools.
Day 25: Solves routine and non-routine problems involving division with
any of the other operations of decimals and whole numbers including
money using appropriate problem-solving strategies and tools.
Visualizes the ratio of 2 given numbers. (M5NS-IIh-122)
Day 26: Visualizes the ratio of 2 given numbers.
Identifies and writes equivalent ratios. (M5NS-IIi-124)
Day 27: Identifies and writes equivalent ratios.
Expresses ratios in their simplest forms. (M5NS-IIi-125)
Day 28: Expresses ratios in their simplest forms
Finds the missing term in a pair of equivalent ratios. (M5NS-IIi-126)
Day 29: Finds the missing term in a pair of equivalent ratios using
models, listing method or tables.
Day 30: Finds the missing term in a pair of equivalent ratios using cross
products.
Defines and describes a proportion. (M5NS-IIj-127)
Day 31: Defines and describe a proportion.
Recognizes when two quantities are in direct proportion. (M5NS-IIj-128)
Day 32: Recognizes when two quantities are in direct proportion.
Number of
days taught
2 days
3 days
2 days
1 day
1 day
1 day
2 days
1 day
1 day
Remarks
QUARTER 3
Content Standard: The learner demonstrates understanding of percent.
Performance Standard: The learner is able to apply percent in mathematical problems and real-life situations
Number of
#
MELC
Remarks
days taught
37 Visualizes percent and its relationship to fractions, ratios, and decimal
2 days
numbers using models. (M5NS-IIIa-136)
Day 1: Visualizes percent and its relationships to fractions and ratios
using models.
Day 2: Visualizes percent and its relationships to decimal numbers using
models.
38 Defines percentage, rate or percent, and base. (M5NS-IIIa-137)
1 day
Day 3: Defines percentage, rate or percent, and base.
39 Identifies the base, percentage, and rate in a problem. (M5NS-IIIa-138)
1 day
Day 4: Identifies the base, percentage, and rate in a problem.
40 Finds the percentage in a given problem. (M5NS-IIIb-139)
3 days
Day 5: Finds the percentage in a given problem.
Day 6: Finds the base in a given problem.
Day 7: Finds the rate or percent in a given problem.
41 Solves routine and non-routine problems involving percentage using
2 days
After day 9, give culminating exercises
for both routine and non-routine realappropriate strategies and tools. (M5NS-IIIb-140)
life problems involving percentage.
Day 8: Solves routine problems involving percentage using appropriate
strategies and tools.
Day 9: Solves non-routine problems involving percentage using
appropriate strategies and tools.
42 Visualizes, names, describes and draws polygons with 5 or more sides.
2 days
(M5GE-IIIc-19)
Day 10: Visualizes, names, describes, and draws pentagon, hexagon,
and heptagon.
Day 11: Visualizes, names, describes, and draws octagon. nonagon,
and decagon.
43 Describes and compares properties of polygons (regular and irregular
2 days
polygons). (M5GE-IIIc-20)
Day 12: Describes and compares properties of regular polygons.
Day 13: Describes and compares properties of irregular polygons.
44 Visualizes congruent polygons. (M5GE-IIId-22)
1 day
Day 14: Visualizes congruent polygons
#
MELC
Number of
days taught
1 day
Remarks
Identifies the terms related to a circle. (M5GE-IIId-23.2)
Day 15: Identifies the terms related to a circle
46 Draws circles with different radii using a compass. (M5GE-IIIe-24)
1 day
Day 16: Draws circles with different radii using a compass.
47 Visualizes and describes solid figures. (M5GE-IIIe-25)
2 days
Day 17: Visualizes and describes prisms and pyramids (square,
rectangular, and triangular).
Day 18: Visualizes and describes cylinder, cone, and sphere.
48 Makes models of different solid figures: cube, prism, pyramid, cylinder,
4 days
Prior to day 19, it would help to watch
cone, and sphere using plane figures. (M5GE-IIIe-26)
videos on making models of different
solid figures.
Day 19: Makes models of square prism/cube, rectangular prism, and
triangular prism using plane figures.
Day 20: Makes models of square pyramid, rectangular pyramid, and
triangular pyramid using plane figures.
Day 21: Makes models of cylinder and cone using plane figures.
Day 22: Makes models of sphere using plane figures.
Content Standard: The learner demonstrates understanding of the concept of sequence and solving simple equations.
Performance Standard: 1. The learner is able to apply the knowledge of sequence in various situations.
2. The learner is able to use different problem solving strategies
49 Formulates the rule in finding the next term in a sequence. e.g. 1, 3,
2 days
Prior to teaching this competency,
7,15, (15 x 2+1) Possible answers: (x2 + 1) (+2, +4, +8, +16) (M5AL-IIIf-6)
give inputs and exercises first on:
Day 23: Finds the next terms in a sequence.
Determines the missing term/s in a
Day 24: Formulates the rule given a sequence.
sequence of numbers (e.g., odd
numbers, factors of a number, etc.)
(G4, Q3)
50 Uses different strategies (looking for a pattern, working backwards, etc.)
2 days
to solve for the unknown in simple equations involving one or more
operations on whole numbers and fractions. e.g., 3 x _ + 1 = 10 (the
unknown is solved by working backwards) (M5AL-IIIf-14)
Day 25 to 26: Uses “guessing and checking”, “looking for a pattern”,
“working backwards”, and other strategies to solve for the unknown in
simple equations involving one or more operations on whole numbers
or fractions.
45
Content Standard: The learner demonstrates understanding of time and circumference.
Performance Standard: The learner is able to apply knowledge of time and circumference in
situations.
#
MELC
Number of
days taught
51 Measures time using a 12-hour and a 24-hour clock. (M5ME-IIIg-14)
1 day
Day 27: Measures time using a 12-hour and a 24-hour clock.
52 Calculates time in the different world time zones in relation to the
2 days
Philippines. (M5ME-IIIg-15)
Day 28: Orientation on the globe (longitude, prime meridian, east and
west) in relationship to the Philippines.
Day 29: Calculates time in the different world time zones in relation to
the Philippines.
53 Solves problems involving time. (M5ME-IIIg-16)
2 days
Day 30: Solves routine problems involving time.
Day 31: Solves non-routine problems involving time.
54 Visualizes circumference of a circle. (M5ME-IIIh-67)
1 day
Day 32: Visualizes circumference of a circle.
55 Measures circumference of a circle using appropriate tools. (M5ME-IIIh1 day
68)
Day 33: Measures circumference of a circle using appropriate tools.
56 Finds the circumference of a circle. (M5ME-IIIi-70)
1 day
Day 34: Finds the circumference of a circle given the radius or
diameter.
57
Solves routine and non-routine problems involving circumference of a
circle. (M5ME-IIIj-71)
Day 35: Solves routine problems involving circumference of a circle.
Day 36: Solves non-routine problems involving circumference of a
circle.
2 days
mathematical problems and real-life
Remarks
Prior to day 34, it would help to watch
videos regarding the derivation of
formula in finding the circumference of
a circle.
QUARTER 4
Content Standard: The learner demonstrates understanding of area, volume and temperature.
Performance Standard: The learner is able to apply knowledge of area, volume and temperature in mathematical problems and
real-life situations.
Number of
#
MELC
Remarks
days taught
58 Finds the area of a given circle. (M5ME-IVa-74)
2 days
Prior to day 1, it would help to
Day 1: Finds the area of a given circle given the radius.
watch videos about the derivation
of formula for area of a circle.
Day 2: Finds the area of a given circle given the diameter.
59 Solves routine and non-routine problems involving the area of a circle.
2 days
(M5ME-IVb-75)
Day 3: Solves routine problems involving the area of a circle.
Day 4: Solves non-routine problems involving the area of a circle.
60 Visualizes the volume of a cube and rectangular prism. (M5ME-IVc-77)
1 day
Day 5: visualizes the volume of a cube using a transparent container with
wooden cubes or using a model (rubrics cube) /drawing.
61 Names the appropriate unit of measure used for measuring the volume of
1 day
a cube and a rectangle prism. (M5ME-IVc-78)
Day 6: Names the appropriate unit of measure used for measuring the
volume of a cube and a rectangle prism.
62 Converts cu. cm to cu. m and vice versa; cu. cm to L and vice versa.
2 days
Prior to teaching this competency,
(M5ME-IVd-80)
give inputs and exercises first on:
Day 7: Converts cu. cm to cu. m and vice versa.
Converts sq. cm to sq. m and vice
Day 8: Converts cu. cm to L and vice versa.
versa. (G4, Q3)
63 Finds the volume of a given cube and rectangular prism using cu. cm and
2 days
cu. m. (M5ME-IVd-81)
Day 9: Finds the volume of a given cube using cu. cm and cu. m
Day 10: Finds the volume of a given rectangular prism using cu. cm and
cu. M
64 Estimates and uses appropriate units of measure for volume. (M5ME-IVd1 day
82)
Day 11: Estimates and uses appropriate units of measure for volume.
#
MELC
Number of
days taught
2 days
Remarks
Solves routine and non-routine problems involving volume of a cube and
rectangular prism in real-life situations using appropriate strategies and
tools.
Day 12: Solves routine and non-routine problems involving volume of a
cube in real-life situations using appropriate strategies and tools.
Day 13: Solves routine and non-routine problems involving volume of a
rectangular prism in real-life situations using appropriate strategies and
tools.
66 Reads and measures temperature using thermometer (alcohol and/or
1 day
digital) in degree Celsius. (M5ME-IVf-85)
Day 14: Reads and measures temperature using thermometer (alcohol
and/or digital) in degree Celsius.
67 Solves routine and non-routine problems involving temperature in real-life
2 days
situations. (M5ME-IVf-87)
Day 15: Solves routine problems involving temperature in real-life situations.
Day 16: Solves non-routine problems involving temperature in real-life
situations.
Content Standard: The learner demonstrates understanding of line graphs and experimental probability.
Performance Standard: The learner is able to create and interpret representations of data (tables and line graphs) and apply
experimental probability in mathematical problems and real-life situations.
Number of
#
MELC
Remarks
days taught
68 Organizes data in tabular form and presents them in a line graph. (M5SP2 days
Prior to day 17, learners may be
IVg-2.5)
asked to gather data by
Day 17: Organizes data in tabular form.
conducting survey, interview,
existing records, articles. Websites,
Day 18: Presents organized data in a line graph.
etc.
69 Interprets data presented in different kinds of line graphs (single to double2 days
line graph). (M5SP-IVh-3.5)
Day 19: Interprets data presented in a single-line graph.
Day 20: Interprets data presented in a double-line graph.
70 Solves routine and non-routine problems using data presented in a line
2 days
graph. (M5SP-IVh-4.5)
Day 21: Solves routine problems using data presented in a line graph.
Day 22: Solves non-routine problems using data presented in a line graph.
65
#
MELC
71
Draws inferences based on data presented in a line graph. (M5SP-IVh-5.5)
Day 23: Analyzes data presented in a line graph.
Day 24: Interprets data and draws inferences based on data presented in
a line graph.
Describes experimental probability. (M5SP-IVi-14)
Day 25: Describes experimental probability.
Performs an experimental probability and records result by listing. (M5SPIVi-15)
Day 26: Performs an experimental probability on spinning a wheel and
records result by listing.
Day 27: Performs an experimental probability on tossing coins and records
result by listing.
Day 28: Performs an experimental probability on rolling dice and records
result by listing.
Day 29: Performs an experimental probability on drawing cards and
records result by listing.
Analyzes data obtained from chance using experiments involving letter
cards (A to Z) and number cards (0 to 20). (M5SP-IVi-16)
Day 30: Analyzes data obtained from chance using experiments involving
letter cards (A to Z) and number cards (0 to 20).
Solves routine and non-routine problems involving experimental
probability. (M5SP-IVj-17)
Day 31: Solves routine problems involving experimental probability.
Day 32: Solves non-routine problems involving experimental probability.
72
73
74
75
Number of
days taught
2 days
Remarks
1 day
4 days
Prior to teaching this competency,
give inputs and exercises first on:
Records favorable outcomes in a
simple experiment (e.g., tossing a
coin, spinning a wheel, etc.) (G4,
Q4)
1 day
2 days
Prior to teaching this competency,
give inputs and exercises first on:
Solves routine and non-routine
problems
involving a simple experiment. (G4,
Q4)
Learning Area: MATHEMATICS Grade Level: 6
QUARTER 1
Content Standard:
The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
Performance Standard:
The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real-life
situations.
#
MELC
Remarks
Number of
days taught
1
2 days
adds and subtracts simple fractions and mixed numbers without or
with regrouping. (M6NS-Ia-86)
Day 1: adds and subtracts simple fractions and mixed numbers
without regrouping.
Day 2: adds and subtracts simple fractions and mixed numbers with
regrouping.
2
solves routine and non-routine problems involving addition and/or
2 days
subtraction of fractions using appropriate problem-solving strategies
and tools. (M6NS-Ia-87.3)
Day 3: solves routine problems involving addition and/or subtraction
of fractions using appropriate problem-solving strategies and tools.
Day 4: solves non-routine problems involving addition and/or
subtraction of fractions using appropriate problem-solving strategies
and tools.
multiplies simple fractions and mixed fractions. (M6NS-Ib-90.2)
3
2 days
Prior to teaching this competency, give
Day 5: multiplies simple fractions.
inputs and exercises first on:
Day 6: multiplies mixed fractions.
multiplies a fraction and a whole
number and another fraction. (G5, Q1)
4
2 days
solves routine or non-routine problems involving multiplication
Prior to teaching this competency, give
without or with addition or subtraction of fractions and mixed
inputs and exercises first on:
fractions using appropriate problem-solving strategies and tools.
(M6NS-Ib-92.2)
solves routine or non-routine problems
involving multiplication without or with
Day 7: solves routine or non-routine problems involving multiplication
addition or subtraction of fractions and
without addition or subtraction of fractions and mixed fractions using
appropriate problem-solving strategies and tools.
whole numbers using appropriate
5
Day 8: solves routine or non-routine problems involving multiplication
with addition or subtraction of fractions and mixed fractions using
appropriate problem-solving strategies and tools.
divides simple fractions and mixed fractions. (M6NS-Ic-96.2)
problem-solving strategies and tools.
(G5, Q1)
2 days
Day 9: divides simple fractions.
Day 10: divides mixed fractions.
6
7
8
solves routine or non-routine problems involving division without or
with any of the other operations of fractions and mixed fractions
using appropriate problem-solving strategies and tools. (M6NS-Ic97.2)
Day 11: solves routine or non-routine involving division without any of
the other operations of fractions using appropriate problem-solving
strategies and tools.
Day 12: solves routine or non-routine problems involving division with
any of the other operations of mixed fractions using appropriate
problem-solving strategies and tools.
adds and subtracts decimals and mixed decimals through ten
thousandths without or with regrouping. (M6NS-Id-106.2)
Day 13: adds and subtracts decimals and mixed decimals through
ten thousandths without regrouping.
Day 14: adds and subtracts decimals and mixed decimals through
ten thousandths with regrouping.
solves 1 or more steps routine and non-routine problems involving
addition and/or subtraction of decimals and mixed decimals using
appropriate problem-solving strategies and tools. (M6NS-Id-108.2)
Day 15: solves 1 or more steps routine problems involving addition
and/or subtraction of decimals and mixed decimals using
appropriate problem-solving strategies and tools.
Day 16: solves 1 or more steps non-routine problems involving
addition and/or subtraction of decimals and mixed decimals using
appropriate problem-solving strategies and tools.
2 days
2 days
2 days
Prior to teaching this competency, give
inputs and exercises first on:
 shows that multiplying a fraction by
its reciprocal is equal to 1.
 visualizes division of fractions.
 divides simple fractions and whole
numbers by a fraction and vice
versa
#
9
10
11
12
13
MELC
multiplies decimals and mixed decimals with factors up to 2 decimal
places. (M6NS-Ie-111.3)
Day 17: multiplies decimals with factors up to 2 decimal places.
Day 18: multiplies mixed decimals with factors up to 2 decimal places.
multiplies mentally decimals up to 2 decimals places by 0.1, 0.01,10, and
100. (M6NS-Ie-111.4)
Day 19: multiplies mentally decimals up to 2 decimals places by 0.1, 0.01.
Day 20: multiplies mentally decimals up to 2 decimals places by 10, and
100.
solves routine and non-routine problems involving multiplication of
decimals and mixed decimals including money using appropriate
problem-solving strategies. (M6NS-Ie-113.2)
Day 21: solves routine problems involving multiplication of decimals and
mixed decimals including money using appropriate problem-solving
strategies.
Day 22: solves non-routine problems involving multiplication of decimals
and mixed decimals including money using appropriate problem-solving
strategies.
solves multi-step problems involving multiplication and addition or
subtraction of decimals, mixed decimals and whole numbers including
money using appropriate problem-solving strategies and tools. (M6NS-If113.3)
Day 23: solves multi-step problems involving multiplication and addition of
decimals, mixed decimals and whole numbers including money using
appropriate problem-solving strategies and tools.
Day 24: solves multi-step problems involving multiplication and subtraction
of decimals, mixed decimals and whole numbers including money using
appropriate problem-solving strategies and tools.
divides:
a. whole numbers by decimals up to 2 decimal places and vice versa
b. decimals/mixed decimals up to 2 decimal places
Day 25: divides whole numbers by decimals up to 2 decimal places
Day 26: divides decimals by whole numbers up to 2 decimal places
Day 27: divides decimals/mixed decimals up to 2 decimal places
Number of
days taught
2 days
2 days
2 days
2 days
3 days
Remarks
Prior to teaching this competency,
give inputs and exercises first on:
multiplying decimals by whole
numbers. (G5,Q2)
#
14
15
16
17
MELC
divides decimals:
a. up to 4 decimal places by 0.1, 0.01, and 0.001
b. up to 2 decimal places by 10, 100, and 1 000 mentally
Day 28: divides decimals up to 4 decimal places by 0.1, 0.01, and 0.001
Day 29: divides decimals up to 2 decimal places by 10, 100, and 1 000 mentally
differentiates terminating from repeating, non-terminating decimal quotients. (M6NS-Ii-119)
Day 30: differentiates terminating from repeating, non-terminating decimal quotients.
solves routine and non-routine problems involving division of decimals, mixed decimals, and whole
numbers including money using appropriate problem-solving strategies and tools. (M6NS-Ii-120.2)
Day 31: solves routine and non-routine problems involving division of decimals and whole numbers
including money using appropriate problem-solving strategies and tools.
Day 32: solves routine and non-routine problems involving division of mixed decimals and whole
numbers including money using appropriate problem-solving strategies and tools.
solves multi-step routine and non-routine problems involving division and any of the other operations
of decimals, mixed decimals, and whole numbers including money using appropriate problemsolving strategies and tools. (M6NS-Ij-120.3
Day 33: solves multi-step routine and non-routine problems involving division and any of the other
operations of decimals and whole numbers including money using appropriate problem-solving
strategies and tools.
Day 34: solves multi-step routine and non-routine problems involving division and any of the other
operations of mixed decimals and whole numbers including money using appropriate problemsolving strategies and tools.
Number of
days taught
2 days
Remarks
1 day
2 days
2 days
QUARTER 2
Content Standard: The learner demonstrates understanding of order of operations, ratio and proportion, percent, exponents, and
integers.
Performance Standard: The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponents, and
integers in mathematical problems and real-life situations.
#
MELC
Remarks
Number of
days taught
18 expresses one value as a fraction of another given their ratio and
1 day
Prior to teaching this competency, give
vice versa. (M6NS-IIa-129)
inputs and exercises first on:
Day 1: expresses one value as a fraction of another given their
ratio and vice versa.
19
20
21
22
23
defines and illustrates the meaning of ratio and proportion using
concrete or pictorial models. (M6NS-IIb-131)
Day 2: defines and illustrates the meaning of ratio and proportion
using concrete or pictorial models.
1 day
finds a missing term in a proportion (direct, inverse, and partitive).
(M6NS-IIb-133)
Day 3: finds a missing term in a direct proportion.
Day 4: finds a missing term in an inverse proportion.
Day 5: finds a missing term in a partitive proportion.
solves problems involving direct proportion, partitive proportion,
and inverse proportion in different contexts such as distance, rate,
and time using appropriate strategies and tools. (M6NS-IIc-134)
Day 6: solves problems involving direct and partitive proportion in
different contexts such as distance, rate, and time using
appropriate strategies and tools.
Day 7: solves problems involving inverse proportion in different
contexts such as distance, rate, and time using appropriate
strategies and tools.
finds the percentage or rate or percent in a given problem.
(M6NS-IId-142)
Day 8: finds the percentage in a given problem
Day 9: finds the rate or percent in a given problem
Day 10: finds the base in a given problem
solves routine and non-routine problems involving finding the
percentage, rate and base using appropriate strategies and tools.
(M6NS-IId-143)
Day 11: solves routine problems involving finding the percentage,
rate and base using appropriate strategies and tools.
Day 12: solves non-routine problems involving finding the
percentage, rate and base using appropriate strategies and tools.
3 days
expressing ratios in their simplest forms and
visualizing the ratio of 2 given numbers. (G5,
Q2)
Prior to teaching this competency, give
inputs and exercises first on:
describing a proportion and identifying and
writing equivalent ratios. (G5, Q2)
Prior to teaching this competency, give
inputs and exercises first on:
recognizing when two quantities are in
direct proportion and finding the missing
term in a pair of equivalent ratios. (G5, Q2)
2 days
3 days
Prior to teaching this competency, give
inputs and exercises first on:
identifying the base, percentage, and rate
in a problem. (G5, Q3)
2 days
#
24
25
26
27
28
29
MELC
solves percent problems such as percent of increase/decrease
(discounts, original price, rate of discount, sale price, marked-up
price), commission, sales tax, and simple interest. (M6NS-IIe-144)
Day 13: solves percent problems such as percent of
increase/decrease (discounts, original price, rate of discount, sale
price, marked-up price).
Day 14: solves percent problems such as commission and sales
tax.
Day 15: solves percent problems such as simple interest.
describes the exponent and the base in a number expressed in
exponential notation. (M6NS-IIf-146)
Day 16: describes the exponent and the base in a number
expressed in exponential notation.
gives the value of numbers expressed in exponential notation.
(M6NS-IIf-147)
Day 17: gives the value of numbers expressed in exponential
notation
interprets and explains the Grouping, Exponent, Multiplication,
Division, Addition, Subtraction (GEMDAS) rule. (M6NS-IIf-148)
Day 18: interprets and explains the Grouping, Exponent,
Multiplication, Division, Addition, Subtraction (GEMDAS) rule.
performs two or more different operations on whole numbers with
or without exponents and grouping symbols. (M6NS-IIf-149)
Day 19: performs two or more different operations on whole
numbers without exponents and grouping symbols.
Day 20: performs two or more different operations on whole
numbers with exponents and grouping symbols
describe the set of integers and identify real-life situations that
make use of it.
Day 21: describe the set of integers and identify real-life situations
that make use of it.
Number of
days taught
3 days
Remarks
1 day
1 day
1 day
Prior to teaching this competency, give
inputs and exercises first on:
performing series of more than two
operations on whole numbers applying
PMDAS or GMDAS correctly. (G5, Q1)
2 days
1 day
#
MELC
30
compares integers with other numbers such as whole numbers,
fractions, and decimals. (M6NS-IIg-152)
Day 22: compares integers with whole numbers.
Day 23: compares integers with fractions and decimals.
compares and arranges integers on the number line.
Day 24: compares integers on the number line
Day 25: arranges integers on the number line.
describes and interprets the basic operations on integers using
materials such as algebra tiles, counters, chips, and cards. (M6NSIIh-155)
Day 26: describes and interprets the basic operations on integers
using materials such as counters, chips, and cards.
Day 27: describes and interprets the basic operations on integers
using materials such as algebra tiles
performs the basic operations on integers. (M6NS-IIi-156)
Day 28: performs addition of integers with like signs.
Day 29: performs addition of integers with unlike signs.
Day 30: performs subtraction of integers with like and unlike signs.
Day 31: performs multiplication and division of integers
solves routine and non-routine problems involving basic
operations of integers using appropriate strategies and tools.
(M6NS-IIj-157)
Day 32: solves routine problems involving basic operations of
integers using appropriate strategies and tools.
Day 33: solves non-routine problems involving basic operations of
integers using appropriate strategies and tools.
31
32
33
34
Number of
days taught
2 days
2 days
2 days
4 days
2 days
Remarks
QUARTER 3
Content Standard: The learner demonstrates understanding of solid figures.
Performance Standard: The learner is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone,
and sphere.
Number of
#
MELC
Remarks
days taught
35 visualizes and describes the different solid figures: cube, prism,
2 days
pyramid, cylinder, cone, and sphere using various concrete and
pictorial models.
Day 1: visualizes and describes the different solid figures such as
cube, prism, pyramid using various concrete and pictorial models
Day 2: visualizes and describes the different solid figures such as
cylinder, cone, and sphere using various concrete and pictorial
models
36 differentiates solid figures from plane figures. (M6GE-IIIa-28)
1 Day
Prior to teaching this competency, give
inputs and exercises first on:
 makes models of different solid figures:
cube, prism, pyramid, cylinder, cone,
Day 3: differentiates solid figures from plane figures
and sphere using plane figures. (G5, Q3)
 Fold the figure along the dotted lines to
make a solid figure.
37 identifies the faces of a solid figure. (M6GE-IIIb-30)
1 day
Day 4: identifies the faces of a solid figure such as cube, prism,
pyramid, cylinder, cone and sphere
Content Standard: The learner demonstrates understanding of sequence in forming rules, expressions and equations.
Performance Standard: The learner is able to apply knowledge of sequence, expressions, and equations in mathematical problems
and real-life situations.
38 formulates the rule in finding the nth term using different strategies
3 days
Prior to teaching this competency, give
(looking for a pattern, guessing and checking, working
inputs and exercises first on:
backwards) e.g. 4,7,13, 16, …, n (the nth term is 3n+1) (M6AL-IIId formulates the rule in finding the next
7)
term in a sequence. e.g., 1, 3, 7,15, (15 x
Day 5: formulates the rule in finding the nth term using “looking for
2+1) Possible answers: (x 2 + 1) (+2, +4,
+8, +16) (G5 Q3)
a pattern” strategy
Day 6: formulates the rule in finding the nth term using “guessing
Write a rule to describe each sequence.
and checking” strategy
Day 7: formulates the rule in finding the nth term using “working
backwards” strategy
#
39
40
41
42
43
MELC
differentiates expression from equation. (M6AL-IIId-15)
Day 8: differentiates expression from equation
gives the translation of real-life verbal expressions and equations
into letters or symbols and vice versa. (M6AL-IIIe-16)
Day 9: gives the translation of real-life verbal expressions into
letters or symbols and vice versa
Day 10: gives the translation of real-life verbal equations into
letters or symbols and vice versa
defines a variable in an algebraic expression and equation.
(M6AL-IIIe-17)
Day 11: defines a variable in an algebraic expression and
equation
represents quantities in real-life situations using algebraic
expressions and equations. (M6AL-IIIe-18)
Day 12: represents quantities in real-life situations using algebraic
expressions and equations
Day 13: represents quantities in real-life situations using equations
solves routine and non-routine problems involving different types
of numerical expressions and equations such as 7+ 9 =
+ 6.
(M6AL-IIIf-19)
Day 14: solves routine and non-routine number-relation problems
involving different types of numerical expressions and equations
Day 15: solves routine and non-routine age problems involving
different types of numerical expressions and equations
Day 16: solves routine and non-routine geometry problems
involving different types of numerical expressions and equations
Number of
days taught
1 day
Remarks
2 days
After Day 10, give culminating exercise
involving the translation of both real lifeverbal expressions and equations into
letters or symbols
1 day
2 days
4 days
Please include the following in real-life
situations:
 number problem
 age problem
 geometry problem
 coins problem
Prior to teaching this competency, give
inputs and exercises first on:
uses different strategies (looking for a
pattern, working backwards, etc.) to solve
for the unknown in simple equations
involving one or more operations on whole
numbers and fractions. e.g., 3 x _ + 1 = 10
(the unknown is solved by working
backwards) (G5, Q3)
#
MELC
Number of
days taught
Remarks
Day 17: solves other routine and non-routine problems such as
coins, mixture, work, etc. involving different types of numerical
expressions and equations
Content Standard: The learner demonstrates understanding of rate and speed, and of area and surface area of plane and
solid/space figures.
Performance Standard: The learner is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in
mathematical problems and real-life situations
44 calculates speed, distance, and time. (M6ME-IIIg-17)
2 days
Day 18: calculates speed and distance
Day 19: calculates time
45 solves problems involving average rate and speed. (M6ME-IIIg-18)
2 days
Day 20: solves problems involving speed
Day 21: solves problems involving average rate
46 finds the area of composite figures formed by any two or more of
2 days
the following: triangle, square, rectangle, circle, and semi-circle.
(M6ME-IIIh-89)
Day 22: finds the area of composite figures formed by any two or
three of the following: triangle, square, rectangle, circle, and semicircle.
Day 23: finds the area of composite figures formed by any four or
more of the following: triangle, square, rectangle, circle, and semicircle.
47 solves routine and non-routine problems involving area of
3 days
composite figures formed by any two or more of the following:
triangle, square, rectangle, circle, and semi-circle. (M6ME-IIIh-90)
Day 24: solves routine problems involving area of composite
figures formed by any two of the following: triangle, square,
rectangle, circle, and semi-circle.
Day 25: solves routine problems involving area of composite
figures formed by any three of the following: triangle, square,
rectangle, circle, and semi-circle.
Day 26: solves non-routine problems involving area of composite
figures formed by any two or more of the following: triangle,
square, rectangle, circle, and semi-circle.
#
48
49
50
MELC
visualizes and describes surface area and names the unit of
measure used for measuring the surface area of solid/space
figures. (M6ME-IIIi-91)
Day 27: visualizes and describes surface area and names the unit
of measure used for measuring the surface area of solid/space
figures
finds the surface area of cubes, prisms, pyramids, cylinders,
cones, and spheres. (M6ME-IIIi-93)
Day 28: finds the surface area of cubes and prisms
Day 29: finds the surface area of cylinders and spheres
Day 30: finds the surface area of cones and pyramids
solves word problems involving measurement of surface area.
(M6ME-IIIj-94)
Day 31: solves word problems involving measurement of surface
area of cube, prism and cylinders.
Day 32: solves word problems involving measurement of surface
area of pyramids and cones
Day 33: solves word problems involving measurement of surface
area of spheres
Number of
days taught
1 day
Remarks
Prior to teaching this competency, give
inputs and exercises first on:
visualizing solid figures. (G5, Q3)
3 days
3 days
QUARTER 4
Content Standard: The learner demonstrates understanding of volume of solid figures and meter reading.
Performance Standard: The learner is able to apply knowledge of volume of solid figures and meter reading in mathematical
problems and real-life situations.
#
MELC
Number of days taught
Remarks
51 determines the relationship of the volume between a rectangular prism and a pyramid; a
3 days
cylinder and a cone; and a cylinder and sphere. (M6ME-IVa-95)
Day 1: determines the relationship of the volume between a rectangular prism and a pyramid
Day 2: determines the relationship of the volume between a cylinder and a cone
Day 3: determines the relationship of the volume between a cylinder and a sphere
52 finds the volume of cylinders, pyramids, cones, and spheres. (M6ME-IVb-97)
3 days
Day 4: finds the volume of prisms and pyramids
Day 5: finds the volume of cylinders and cones
Day 6: finds the volume of spheres
#
MELC
Number of
days taught
2 days
Remarks
solves routine and non-routine problems involving volumes of solids. (M6ME-IVc-98)
Day 7: solves routine and non-routine problems involving volumes of cube, prisms and
pyramids
Day 8: solves routine and non-routine problems involving volumes of cylinders, cones and
spheres
54 reads and interprets electric and water meter readings. (M6ME-IVd-100)
2 days
Day 9: reads and interprets electric meter readings
Day 10: reads and interprets water meter readings
55 solves routine and non-routine problems involving electric and water consumption.
2 days
(M6ME-IVd-101)
Day 11: solves routine and non-routine problems involving electric consumption
Day 12: solves routine and non-routine problems involving water consumption
Content Standard: demonstrates understanding of pie graphs and experimental probability.
Performance Standard: is able to create and interpret representations of data (tables and pie graphs) and apply experimental
probability in mathematical problems and real-life situations.
56 constructs a pie graph based on a given set of data and interpret it.
3 days
Day 13: identifies data that can be represented in a pie graph. Finds the angle measure
for each section in a pie graph based on a given set of data
Day 14: constructs a pie graph based on a given set of data
Day 15: interprets data presented in a pie graph
57 solves routine and non-routine problems using data presented in a pie graph. (M6SP-IVf2 days
4.6)
Day 16: solves routine problems using data presented in a pie graph
Day 17: solves non-routine problems using data presented in a pie graph
58 describes the meaning of probability such as 50% chance of rain and one in a million
2 days
Prior to teaching this
chance of winning. (M6SP-IVg-19)
competency, give
Day 18: gives the meaning of probability and give examples in real-life situations
inputs and exercises
first on:
Day 19: describes the meaning of probability such as 50% chance of rain, one in a million
describes
chance of winning, etc.
experimental
probability (G5, Q4)
59 performs experiments and records outcomes. (M6SP-IVh-21)
3 days
Prior to teaching this
competency, give
Day 20: performs experiment on tossing coins, rolling dice or spinning wheel and records
outcomes
inputs and exercises
first on:
Day 21: performs experiment on drawing cards or other experiments and records
outcomes
53
Day 22: performs other experiments and records outcomes
60
61
62
performs an
experimental
probability and
records result by
listing. (G5, Q4)
makes listings and diagrams of outcomes and tells the number of favorable outcomes
and chances using these listings and diagrams. (M6SP-IVi-22)
Day 23: makes listing and diagrams of outcomes and tells the number of favorable
outcomes and chances using these listings and diagrams in tossing coins, rolling dice or
spinning wheel
Day 24: makes listing and diagrams of outcomes and tells the number of favorable
outcomes and chances using these listings and diagrams in drawing cards or other
experiments
Day 25: makes listing and diagrams of outcomes of an experiment and tells the number of
favorable outcomes and chances using these listings and diagrams
makes simple predictions of events based on the results of experiments. (M6SP-IVi-23)
Day 26: makes simple prediction of events based on the result of experiments on tossing
coins or rolling dice
Day 27: makes simple prediction of events based on the result of experiments on drawing
cards
Day 28: makes simple prediction of events based on the result of experiments on spinning
wheel
2 days
solves routine and non-routine problems involving experimental and theoretical
probability.
Day 29: solves routine problems involving experimental probability.
Day 30: solves routine problems involving theoretical probability.
Day 31: solves non-routine problems involving experimental probability
Day 32: solves non-routine problems involving theoretical probability
4 days
4 days
Prior to teaching this
competency, give
inputs and exercises
first on:
analyzes data
obtained from
chance using
experiments involving
letter cards (A to Z)
and number cards (0
to 20). (G5, Q4)
Prior to teaching this
competency, give
inputs and exercises
first on:
solves routine and
non-routine problems
involving
experimental
probability. (G5, Q4)
Learning Area: MATHEMATICS Grade Level: 7
QUARTER 1
Content Standard: The learner demonstrates understanding of key concepts of sets and the real number system.
Performance Standard: The learner is able to formulate challenging situations involving sets and real numbers and solve these in a
variety of strategies.
#
MELC
Number of days taught
Remarks
Illustrates well-defined sets, subsets, universal sets, null
1
5 days
set, cardinality of sets, union, and intersection of sets
and the different of two sets
Day 1: Illustrates and determines well – defined sets
and subsets of a given set
Day 2: Illustrates and determines universal sets, null set,
and cardinality of sets
Day 3: Illustrates and determines union of sets
Day 4: Illustrates and determines intersection of sets
Day 5: Illustrates and determines the difference of two
sets
2
3 days
Solves problems involving sets with the use of Venn
Diagram.
Day 6: Defines and illustrates Venn Diagram.
Determines the elements of a set using a Venn
Diagram
Day 7: Illustrates the operations of sets using a Venn
After Day 8, learners should be able to
Diagram
create problems involving operations of
Day 8: Solves problems involving sets with the use
sets by using the Venn Diagram.
Venn Diagram
3
Represents the absolute value of a number on a
1 day
Prior to teaching this competency, give
number line as the distance of a number from 0.
inputs and exercises first on:
(M7NS-Ic-1)
Describing the set of integers and
Day 9: Represents the absolute value of a number on
identifying real-life situations that make use
a number line and identify the absolute value of
any number
of it. (G6, Q2)
#
4
MELC
Performs fundamental operations on integers. (M7NSIc-d-1)
Number of days taught
3 days
Remarks
Prior to teaching this competency, give
inputs and exercises first on:
Describing and interpreting the basic
operations on integers using materials such
as algebra tiles, counters, chips, and cards.
Day 10: Performs multiplication and division on
integers
Day 11: Performs addition on integers
Performing the basic operations on integers
Day 12: Performs subtraction on integers
Solving routine and non-routine problems
involving basic operations of integers using
appropriate strategies and tools. (G6, Q2)
5
6
Illustrates the different properties of operations on the
set of integers. (M7NS-Id-2)
Day 13: States and illustrates the different properties of
operations on the set of integers
Day 14: Determines the property of operations on the
set of integers applied in each number sentence
Expresses rational numbers from fraction form to
decimal form and vice versa. (M7NS-Ie-1)
Day 15: Expresses rational numbers in fraction form
which have powers of 10 as denominators to decimal
form
Day 16: Expresses rational numbers in fraction form
which do not have powers of 10 as denominators to
decimal form
Day 17: Expresses rational numbers in decimal form to
fraction form
● Terminating decimals
● Non – terminating and repeating decimals
Day 18: Expresses rational numbers in decimal form to
fraction form
● Repeating decimals (with non-repeating digits)
2 days
4 days
#
7
MELC
Performs operations on rational numbers (M7NS-If-1)
Number of
days taught
4 days
Remarks
Prior to teaching this competency, give inputs and
exercises first on:
Addition and subtraction of decimals and mixed
decimals through ten thousandths without or with
regrouping (G6, Q1)
Day 19: Performs multiplication and division on rational
numbers
Multiplying decimals and mixed decimals with factors up
to 2 decimal places.
Multiplying mentally decimals up to 2 decimal places by
0.1, 0.01, 10, and 100.
Day 20: Performs addition and subtraction of rational
numbers with like denominators
Solving multi – step problems involving multiplication and
addition or subtraction of decimals, mixed decimals and
whole numbers including money using appropriate
problem-solving strategies and tools (G6, Q1)
Day 21: Performs addition and subtraction of rational
numbers with unlike denominators
divides:
a. Whole numbers be decimals up to 2 decimal
places and vice versa
b. Decimals/ mixed decimals up to 2 decimal places
c. Decimals up to 4 decimal places by 0.1, 0.01, and
0.001
d. Decimals up to 2 decimal places by 10, 100, and
1000 mentally
Day 22: Uses the appropriate method to simplify multi –
operational equations involving rational numbers
8
9
10
Describes principal roots and tells whether they are
rational or irrational. (M7NS-Ig-1)
Day 23: Describes principal roots and tells whether they
are rational or irrational
Determines between what two integers the square root of
a number is. (M7NS-Ig-2)
Day 24: Determines perfect square numbers
Day 25: Determines between what two consecutive
integers a square root of a number lies
Estimates the square root of a whole number to the
nearest hundredth. (M7NS-Ig-3)
Day 26: Estimates the square root of a whole number to
the nearest hundredth
1 day
2 days
1 day
#
MELC
11
Plots irrational numbers (up to square roots) on a number
line. (M7NS-Ig-4)
Day 27: Plot irrational numbers on a number line
Illustrates the different subsets of real numbers. (M7NS-Ih-1)
Day 28: Defines and illustrate real numbers and its
subsets. Identifies to which subset a given real
number belongs
Arranges real numbers in increasing or decreasing order
and on a number line.
Day 29: Compares and arranges real numbers in
increasing order and on a number line
Day 30: Compares and arranges real numbers in
decreasing order and on a number line
Writes numbers in scientific notation and vice versa.
(M7NS-Ii-1)
Day 31: Determines significant digits of a number. Writes
numbers in scientific notation
Day 32: Writes scientific notation in numbers
Represents real-life situations and solves problems
involving real numbers.
Day 33: Solve routine problems involving real numbers
Day 34: Solve non–routine real–life problems involving
real numbers
12
13
14
15
Number of
days taught
1 day
Remarks
1 day
2 days
Prior to teaching this competency, give inputs and
exercises first on:
 Comparing integers with other numbers such as
whole numbers, fractions, and decimals. (G6, Q2)
 Comparing and arranging integers on the number
line. (G6, Q2)
2 days
2 days
Prior to teaching this competency, give inputs and
exercises first on:
Solving routine and non-routine problems involving
division of decimals, mixed decimals, and whole numbers
including money using appropriate problem-solving
strategies and tools (G6, Q1)
Solving multi-step routine and non-routine problems
involving division and any of the other operations of
decimals, mixed decimals, and whole numbers including
money using appropriate problem-solving strategies and
tools (G6, Q1)
Solving percent problems such as percent of increase/
decrease (discounts, original price, rate of discount, sale
price, marked-up price), commission, sales tax, and
simple interest (G6, Q2)
QUARTER 2
Content Standard: The learner demonstrates understanding of the key concepts of measurement.
Performance Standard: The learner is able to formulate real life problems involving measurements and solve these using a variety of
strategies.
Number of
#
MELC
Remarks
days taught
16 Approximates the measures of quantities particularly
2 days
Prior to Day 1, Teacher may opt to discuss
length, weight/mass, volume, time, angle and
development of measurement from primitive to
temperature and rate. (M7ME-IIa-3)
present and the two standard systems of measure.
Day 1: Approximates the measures of quantities
particularly length, weight/mass and volume.
Day 2: Approximates the measures of quantities
particularly time, angle and temperature and rate.
17 Converts measurements from one unit to another in both
2 days
Metric and English systems. (M7ME-IIb-1)
Day 3: Identify the basic units in the metric system and
convert measurements from one unit to another in the
Metric System
Day 4: Convert measurements from one unit to another
in English systems.
18 Solves problems involving conversion of units of
2 days
measurement. (M7ME-IIb-2)
Day 5 to 6: Solves problems involving units of
measurements.
Content Standard: The learner demonstrates understanding of key concepts of algebraic expressions, the properties of real numbers
as applied in linear equations, and inequalities in one variable.
Performance Standard: The learner is able to model situations using oral, written, graphical, and algebraic methods in solving
problems involving algebraic expressions, linear equations, and inequalities in one variable.
19 Translates English phrases to mathematical phrases and
2 days
Prior to teaching this competency, give inputs and
English sentences to mathematics sentences, and vice
exercises first on:
versa.
Giving the translation of real-life verbal expressions
Day 7: Translates English phrases to mathematical
and Equations into letters or symbols and vice versa.
phrases
(G6, Q3)
Day 8: Translates mathematical phrases to English
phrases
#
MELC
20 Illustrates and differentiates related terms in algebra:
a. an where n is a positive integer
b. constants and variables
c. literal coefficients and numerical coefficients
d. algebraic expressions, terms, and polynomials
e. number of terms, degree of the term and degree of
the polynomial
Day 9: Illustrates and differentiates exponent, base,
power, constant, variable, coefficient
Day 10: Illustrates and differentiates algebraic
expressions, terms, polynomial, number of terms, degree
of the term and degree of the polynomial.
21 Evaluates algebraic expressions for given values of the
variables. (M7AL-IIc-4)
Day 11: Performs operations on real numbers
e.g., PEMDAS and exponential notation
Day 12: Evaluates algebraic expressions for given values
of the variables.
Number of
days taught
2 days
Remarks
Prior to teaching this competency, give inputs and
exercises first on:
Defining a variable in an algebraic expression and
equation. (G6,Q3)
Describing the exponent and the base in a number
expressed in exponential notation. (G6,Q2)
2 days
22 Adds and subtracts polynomials. (M7AL-IId-2)
Day 13: Adds and subtracts polynomials using algebra
tiles
Day 14: Adds and subtracts polynomials by using
horizontal and vertical method
2 days
23 Derives the laws of exponent. (M7AL-IId-e-1)
Day 15 to 16: Derives the laws of exponents and apply in
simplifying algebraic expressions
2 days
24 Multiplies and divides polynomials. (M7AL-IIe-2)
Day 17: Multiplies polynomials
Day 18: Divides polynomials by monomials
Day 19: Divides polynomials by another polynomials
3 days
Prior to teaching this competency, give inputs and
exercises first on:
Interpreting and explaining the GEMDAS rule. (G6,
Q2)
Prior to teaching this competency, give inputs and
exercises first on:
Perform the basic operations on integers. (G6, Q2)
Prior to teaching this competency, give inputs and
exercises first on:
Describing and interprets the basic operations on
integers using materials such as algebra tiles,
counters, chips, and cards. (G6, Q2)
Prior to teaching this competency, specifically Day
18, give inputs and exercises first on:
Describing the exponent and the base in a number
expressed in exponential notation. (G6, Q2)
#
MELC
25 Uses models and algebraic methods to find the: (a)
product of two binomials; (b) product of the sum and
difference of two terms; (c) square of a binomial; (d)
cube of a binomial; (e) product of a binomial and a
trinomial. (M7AL-IIe-g-1)
Day 20: Uses models and algebraic methods to find the
product of two binomials;
Day 21: Uses models and algebraic methods to find the
product of the sum and difference of two terms;
Day 22: Uses models and algebraic methods to find the
square of a binomial;
Day 23: Uses models and algebraic methods to find the
cube of a binomial
Day 24: Uses models and algebraic methods to find the
product of a binomial and a trinomial.
26 Solves problems involving algebraic expressions. (M7ALIIg-2)
Day 25 to 26: Solves problems involving algebraic
expressions
27 Differentiates algebraic expressions, equations and
inequalities.
Day 27: Defines and differentiates algebraic expressions,
equation, and inequalities.
28 Illustrates linear equation and inequality in one variable.
(M7AL-IIh-4)
Day 28: Illustrates linear equations and inequalities in
one variable
29 Finds the solution of linear equation or inequality in one
variable. (M7AL-IIi-1)
Day 29: Finds the solution of a linear equation in one
variable
Day 30: Finds the solution set of a linear inequality in one
variable
Number of
days taught
5
2 days
Remarks
Prior to teaching this competency, give inputs and
exercises first on:
Solving routine and non-routine problems involving
basic operations of integers using appropriate
strategies and tools. (G6, Q2)
1 day
1 day
2 days
Prior to teaching this competency, give inputs and
exercises first on:
Differentiating expression from equation. (G6,Q3)
Include in the discussion the properties of equality
and inequality.
#
MELC
30 Solves linear equation or inequality in one variable
involving absolute value by: (a) graphing; and (b)
algebraic methods. (M7AL-IIi-j-1)
Day 31: Solves linear equation in one variable involving
absolute value by graphing and algebraic methods
Day 32: Solves linear inequality in one variable involving
absolute value by graphing and algebraic methods
31 Solves problems involving equations and inequalities in
one variable. (M7AL-IIj-2)
Day 33: Solves number, age and geometric problems
involving equations in one variable
Day 34: Solves work, motion and mixture problems
involving equations in one variable
Day 35: Solves investment and money problems
involving equations in one variable
Day 36: Solve problems involving inequalities in one
variable.
Number of
days taught
2 days
Remarks
4 days
QUARTER 3
Content Standard: The learner demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric
relationships.
Performance Standard: The learner is able to create models of plane figures and formulate and solve accurately authentic problems
involving sides and angles of a polygon
#
MELC
Number of days taught Remarks
Represents
point,
line
and
plane
using
concrete
and
pictorial
models.
(M7GE-IIIa-1)
32
2 days
Day 1: Represents point, line, and plane using pictorial model
Day 2: Represents point, line, and plane using concrete model
33 Illustrates subsets of a line. (M7GE-IIIa-2)
1 day
Day 3: Illustrates and provides real – life models of line segments and rays
34 classifies the different kinds of angles. (M7GE-IIIa-3)
1 day
Day 4: Classifies the different kinds of angles
#
35
36
37
38
39
MELC
derives relationships of geometric figures using measurements and by inductive
reasoning: supplementary angles, complementary angles, congruent angles, vertical
angles, adjacent angles, linear pairs, perpendicular lines, and parallel lines. (M7GE-IIIb-1)
Day 5: Derives relationships of geometric figures using measurements and by inductive
reasoning: supplementary angles and complementary angles
Day 6: Derives relationships of geometric figures using measurements and by inductive
reasoning: congruent angles, vertical angles, adjacent angles, and linear pairs
Day 7: Derives relationships of geometric figures using measurements and by inductive
reasoning: perpendicular lines and parallel lines
Day 8: Solves problems involving concepts of supplementary angles, complementary
angles, congruent angles, vertical angles, adjacent angles, linear pairs,
perpendicular lines, and parallel lines
Derives relationships among angles formed by parallel lines cut by a transversal using
measurement and by inductive reasoning. (M7GE-IIIc-1)
Day 9: Defines and illustrates the following: transversal lines, interior and exterior angles,
corresponding angles, and alternate interior and exterior angles
Day 10: Derives the relationships among angles formed by parallel lines cut by a
transversal using measurement and inductive reasoning
Day 11: Finds the measure of missing angles formed by parallel lines cut by a transversal
Day 12: Solves problems involving parallel lines cut by a transversal
Uses a compass and straightedge to bisect line segments and angles and construct
perpendiculars and parallels. (M7GE-IIId-e-1)
Day 13: Uses a compass and a straightedge to bisect line segments and angles.
Day 14: Uses a compass and a straightedge to construct parallel lines and perpendicular
lines given the following: a line and a point not on the line, and a line and a point
on the line
Illustrates polygons: (a) convexity; (b) angles; and (c) sides. (M7GE-IIIe-2)
Day 15: Illustrates convexity of polygons
Day 16: Illustrates angles and sides of polygons
Derives inductively the relationship of exterior and interior angles of a convex polygon.
(M7GE-IIIf-1)
Day 17: Derives inductively the relationship of the sum of interior angles of a convex
polygon
Day 18: Derives inductively the relationship of exterior angles of a convex polygon
Day 19: Solve problems involving exterior and interior angles of a convex polygon
Number of days taught
4 days
4 days
2 days
2 days
3 days
Remarks
#
40
41
42
MELC
Illustrates a circle and the terms related to it: radius, diameter chord, center, arc, chord,
central angle, and inscribed angle. (M7GE-IIIg-1)
Day 20: Illustrates a circle and the terms related to it: radius, diameter chord, center, and
chord
Day 21: Illustrates a circle and the terms related to it: arc, central angle, and inscribed
angle
Day 22: Illustrates theorem on relationship of chords and radius in a circle and solve
problems involving it
Day 23: Differentiates and finds measures of arcs and angles in a circle and derive their
relationships
Constructs triangles, squares, rectangles, regular pentagons, and regular hexagons.
(M7GE-IIIh-i-1)
Day 24: Construct a triangle using a compass and a straightedge given measurements of
some sides
Day 25: Construct a square and a rectangle using a compass and a straightedge given
measurements of some sides
Day 26: Construct a regular pentagon using a compass and a straightedge given
measurements of some sides
Day 27: Construct a regular hexagon using a compass and a straightedge given
measurements of some sides
Solves problems involving sides and angles of a polygon. (M7GE-IIIj-1)
Day 28: Solves problems involving sides of a polygon
Day 29: Solves problems involving angles of a polygon
Day 30: Solves real–life problems involving sides and angles of a polygon
Number of days taught
4 days
4 days
3 days
Remarks
QUARTER 4
Content Standard: The learner demonstrates understanding of key concepts, uses and importance of Statistics, data
collection/gathering and the different forms of data representation, measures of central tendency, measures of variability, and
probability.
Performance Standard: The learner is able to collect and organize data systematically and compute accurately measures of central
tendency and variability and apply these appropriately in data analysis and interpretation in different fields.
#
MELC
Remarks
Number of
days taught
43 Poses real-life problems that can be solved by Statistics. (M7SP-IVa-2)
2 days
Day 1: Explain the basic concepts, uses, and importance of
statistics
Day 2: Identifies real – life problems that can be solved by Statistics
44 Formulates simple statistical instruments. (M7SP-IVa-3)
3 days
Day 3: Formulates simple questionnaires
Day 4: Formulates simple survey
Day 5: Formulates simple checklist and rating scale
45 Gathers statistical data. (M7SP-IVb-1)
3 days
Day 6: Discusses types of data such as nominal, ordinal, interval and
ratio
Day 7: Gathers statistical data such as use of primary or secondary
resources
Day 8: Gathers statistical data using questionnaires/survey
46 Organizes data in a frequency distribution table. (M7SP-IVc-1)
2 days
Day 9: Organizes data in a frequency distribution table for
ungrouped data.
Day 10: Organizes data in a frequency distribution table for
grouped data.
47 Uses appropriate graphs to represent organized data: pie chart, bar
4 days
Prior to teaching this competency, give
graph, line graph, histogram, and ogive. (M7SP-IVd-e-1)
inputs and exercises first on:
Day 11: Uses pie chart to represent organized data
Finding the percentage or rate or percent
Day 12: Uses line graph to represent organized data
in a given problem. (G6, Q2)
Day 13: Uses bar graph and histogram to represent organized data
Day 14: Uses to ogive to represent organized data
Constructing a pie graph based on a
given set of data and interpret it. (G6, Q2)
#
48
49
50
51
52
MELC
Illustrates the measures of central tendency (mean, median, and mode) of a statistical data. (M7SPIVf-1)
Day 15: Illustrates the measures of central tendency (mean, median, and mode) of a statistical data.
Calculates the measures of central tendency of ungrouped and grouped data. (M7SP-IVf-g-1)
Day 16: Calculates the measures of central tendency of ungrouped data
Day 17: Calculates the measures of central tendency (mean)of grouped data
Day 18: Calculates the measures of central tendency (median) of grouped data
Day 19: Calculates the measures of central tendency (mode) of grouped data
Day 20: Solves problems involving measures of central tendency
Illustrates the measures of variability (range, average deviation, variance, standard deviation) of a
statistical data. (M7SP-IVh-1)
Day 21: Illustrates the measures of variability (range, average deviation, variance, standard deviation)
of a statistical data
Calculates the measures of variability of grouped and ungrouped data. (M7SP-IVh-i-1)
Day 22: Calculates the range and average/mean of ungrouped data
Day 23: Calculates the variance and standard deviation of ungrouped data
Day 24: Calculates the range and average/mean deviation of grouped data
Day 25: Calculates the variance and standard deviation of grouped data
Uses appropriate statistical measures in analyzing and interpreting statistical data. (M7SP-IVj-1)
Day 26: Uses mean in analyzing and interpreting statistical data
Day 27: Uses median in analyzing and interpreting statistical data
Day 28: Uses mode in analyzing and interpreting statistical data
Number of
days taught
1 day
5 days
1 day
4 days
5 days
Day 29: Uses variance in analyzing and interpreting statistical data
Day 30: Uses standard deviation in analyzing and interpreting statistical data
53
Draws conclusions from graphic and tabular data and measures of central tendency and variability.
(M7SP-IVj-2)
Day 31: Draws conclusions from graphic and tabular data and measures of central tendency
Day 32: Draws conclusions from graphic and tabular data and measures of variability.
2 days
Remarks
Learning Area: MATHEMATICS Grade Level: 8
QUARTER 1
Content Standard: The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions,
linear equations, and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions.
Performance Standard: The learner is able to formulate real life problems involving factors of polynomials, rational algebraic
expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables and linear
functions and solve these problems accurately using a variety of strategies.
#
MELC
Remarks
Number of
days taught
Prior to teaching this competency, give inputs and
1
6 days
factors completely different types of polynomials
exercises first on:
(polynomials with common monomial factor, difference of
a. illustrates the different properties of operations on
two squares, sum, and difference of two cubes, perfect
the set of integers.
square trinomials, and general trinomials). (M8AL-Ia-b-1)
b. uses models and algebraic methods to find the:
Day 1: Factors polynomials whose terms have common
(a) product of two binomial (b) product of the
monomial factors
sum and difference of two terms; (c) square of a
Day 2: Factors binomials that are difference of two squares
binomial; (d) cube of a binomial;(e) product of a
binomial and a trinomial.
Day 3: Factors binomials which are sums and differences of
two cubes
A. Identify the properties illustrated in the following
Day 4: Factors perfect square trinomials
operation on integers. (G7, Q1)
Day 5: Factors general trinomials where a = 1
B. Determine the product of the following
Day 6: Factors general trinomials where a >1
polynomials (G7, Q2)
2
solves problems involving factors of polynomials. (M8AL-Ib-2)
1 day
Day 7: Solves problems involving factors of polynomials
3
4
illustrates rational algebraic expressions. (M8AL-Ic-1)
Day 8: Defines and illustrates rational algebraic expressions
simplifies rational algebraic expressions. (M8AL-Ic-2)
Prior to teaching this competency, give inputs and
exercises first on:
 Solve problems involving algebraic expressions 
 Solve the following problems involving algebraic
expressions. (G7, Q2)
1 day
3 days
Prior to teaching this competency, give inputs and
exercises first on:
a. performs operations on rational numbers
b. adds and subtracts polynomials
c. derives the laws of exponent
d. multiplies and divides polynomials
A. Perform the indicated operations on rational
numbers. (G7, Q1)
B. Simplify the following expressions using laws of
exponents. (G7, Q2)
C. Perform the indicated operations on polynomials.
(G7, Q2)
5
Day 9: Simplifies Rational Algebraic Expressions (with
common monomial factors)
Day 10: Simplifies Rational Algebraic Expressions (with
expressions factorable by difference of two squares and
sum and difference of two cubes)
Day 11: Simplifies Rational Algebraic Expressions (with
perfect squares trinomials and general trinomials)
performs operations on rational algebraic expressions.
(M8AL-Ic-d-1)
Teachers may opt to conduct a review on
simplifying fractions prior to Day 9.
3 days
Day 12: Multiplies and divides rational algebraic expressions
Day 13: Adds and subtracts rational algebraic expressions
with like denominators
Day 14: Adds and subtracts rational algebraic expressions
with unlike denominators
6
7
8
solves problems involving rational algebraic expressions.
(M8AL-Id-2)
Day 15: Solves ratio, proportion and number problems
involving rational algebraic expressions
Day 16: Solves motion and work problems involving rational
algebraic expressions
illustrates the rectangular coordinate system and its uses.
(M8AL-Ie-1)
Day 17: Defines and illustrates terms related to rectangular
coordinate system and their uses
illustrates linear equations in two variables. (M8AL-Ie-3)
Day 18: Defines and illustrates linear equations in two
variables
Prior to teaching this competency, give inputs and
exercises first on:
a. illustrates the different properties of operations
on the set of integers.
b. Performs operations on rational numbers
A. Illustrates the different properties of operations on
the set of integers.
B. Perform the indicated operations on rational
numbers. (G7, Q1)
2 days
Prior to teaching this competency, give inputs and
exercises first on:
performs operations on rational numbers
Perform the indicated operations on rational
numbers. (G7, Q1)
1 day
1 day
Prior to teaching this competency, give inputs and
exercises first on:
Differentiates algebraic expressions, equations,
and inequalities.
Classify the following algebraic expressions as
equations or inequalities. (G7, Q2)
#
MELC
9
Illustrates and finds the slope of a line given two points, equation,
and graph.
Day 19: Illustrates and finds the slope of a line given two points
Day 20: Illustrates and finds the slope of a line given its equation
Day 21: Illustrates and finds the slope of a line given its graph
writes the linear equation ax + by = c in the form y = mx + b and
vice versa. (M8AL-If-1)
Day 22: Writes the linear equations ax + by = c in the form y = mx
+ b and vice versa
graphs a linear equation given (a) any two points; (b) the x– and
y– intercepts; (c) the slope and a point on the line. (M8AL-If-2)
Day 23: Graphs a linear equation given any two points and the
x- and y - intercepts
Day 24: Graphs a linear equation given the slope and a point on
the line
describes the graph of a linear equation in terms of its
intercepts and slope. (M8AL-If-3)
Day 25: Describes the graph of a linear equation in the form x =
a or y = b in terms of its intercepts and slope
Day 26: Describes the graph of a linear equation in the form y =
mx + b where m > 0 and m < 0 in terms of its intercepts and slope
finds the equation of a line given (a) two points; (b) the slope and
a point; (c) the slope and its intercepts. (M8AL-Ig-1)
Day 27: Finds the equation of a line given two points
Day 28: Finds the equation of a line given the slope and a point,
and slope and its intercepts.
solves problems involving linear equations in two variables.
(M8AL-Ig-2)
10
11
12
13
14
Day 29: Solves problems involving linear equations in two
variables
Number of
days taught
3 days
Remarks
1 day
2 days
2 days
2 days
1 day
Prior to teaching this competency, give inputs and
exercises first on:
a. Finds the solution of linear equation or
inequality in one variable.
b. solves problems involving equations and
inequalities in one variable.
A. Determine the solution of the linear equation or
inequality in one variable.
B. Solves problems involving equations and
inequalities in one variable.
#
MELC
15
illustrates a system of linear equations in two variables. Week 8
M8AL-Ih-1
graphs a system of linear equations in two variables. (M8AL-Ih-2)
Day 30: Defines, illustrates, and graphs inconsistent system of
linear equations in two variables
Day 31: Defines, illustrates, and graphs dependent and
independent system of linear equations in two variables
16
17
18
categorizes when a given system of linear equations in two
variables has graphs that are parallel, intersecting, and
coinciding. (M8AL-Ih-3)
Day 32: Categorizes when a given system of linear equations in
two variables has graphs that are parallel, intersecting, and
coinciding.
solves problems involving systems of linear equations in two
variables by (a) graphing; (b) substitution; (c) elimination.
Day 33: Solves problems involving systems of linear equations in
two variables by graphing
Day 34: Solves problems involving systems of linear equations in
two variables by substitution and/or elimination
Number of
days taught
2 days
Remarks
Prior to teaching this competency, give inputs and
exercises first on:
Solves linear equation or inequality in one variable
involving absolute value by: (a) graphing; and (b)
algebraic methods
Determine the solution of the following linear
equation or inequality in one variable involving
absolute value using the indicated method (a.
graphing, b. algebraic method). (G7, Q2)
1 day
2 days
Prior to teaching this competency, give inputs and
exercises first on:
a. solves problems involving conversion of units of
measurement.
b. Finds the solution of linear equation or
inequality in one variable.
c. Solves linear equation or inequality in one
variable involving absolute value by: (a)
graphing; and (b) algebraic methods
d. Solves problems involving equations and
inequalities in one variable.
A. Solve problems involving conversion of units of
measurement. (G7, Q2)
B. Determine the solution of the following linear
equation or inequality in one variable. (G7, Q2)
C. Determine the solution of the following linear
equation or inequality in one variable involving
absolute value using the indicated method (a.
graphing, b. algebraic method). (G7, Q2)
D. Solve the following problems (involving linear
equation or inequality in one variable). (G7,
Q2)
QUARTER 2
Content Standard: The learner demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two
variables and linear functions.
Performance Standard: The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two
variables, systems of linear inequalities in two variables, and linear functions.
#
MELC
Remarks
Number of
days taught
Prior to teaching this competency, give inputs and
19 differentiates linear inequalities in two variables from linear
1 day
exercises first on:
equations in two variables. (M8AL-IIa-2)
Illustrates linear equations and inequality in one
variable.
Classify the following expressions as linear equation
or linear inequality in one variable (G7, Q2)
Day 1: Differentiates linear inequalities in two variables from linear
equations in two variables
20
21
Illustrates and graphs linear inequalities in two variables.
Day 2: Determines algebraically whether an ordered pair is a
solution of a linear inequality in two variables
Day 3: Graphs linear inequalities in two variables
solves problems involving linear inequalities in two variables.
(M8AL-IIa-4)
2 days
2 days
Day 4: Translates verbal statements to linear inequalities in two
variables
A. Determine the solution of the following linear
equation or inequality in one variable. (G7, Q2)
B. Solve the following problems (involving linear
equation or inequality in one variable). (G7, Q2)
Day 5: Solves problems involving linear inequalities in two variables
22
23
solves problems involving systems of linear inequalities in two
variables. (M8AL-IIb-2)
Day 6: Determines algebraically whether an ordered pair is a
solution of a system of linear inequalities
Day 7: Graphs system of linear inequalities in two variables
Day 8: Solves problems involving systems of linear inequalities in
two variables
illustrates a relation and a function. (M8AL-IIc-1)
Day 9: Defines and illustrates relations and functions
Prior to teaching this competency, give inputs and
exercises first on:
a. Finds the solution of linear equation or
inequality in one variable.
b. Solves problems involving equations and
inequalities in one variable.
3 days
1 day
#
MELC
Number of
days taught
2 days
Remarks
verifies if a given relation is a function. (M8AL-IIc-2)
Day 10: Determines whether a given relation is function given its: (a) set of ordered pairs or (b) table of
values
Day 11: Determines whether a given relation is function given its: (c) graph or (d) rule/ set notation
25 determines dependent and independent variables. (M8AL-IIc-3)
1 day
Day 12: Defines, illustrates, and identifies dependent and independent variables from a given situation
or function notation
26 finds the domain and range of a function. (M8AL-IId-1)
3 days
Day 13: Determines the domain and range of a function given its set of ordered pairs
Day 14: Determines the domain and range of a function given its table of values
Day 15: Determines the domain and range of a function given its graph or rule/ set notation
27 graphs and illustrates a linear function and its (a) domain; (b) range; (c) table of values; (d) intercepts;
3 days
and (e) slope.
Day 16: Graphs and illustrates a linear function given its domain and range
Day 17: Graphs and illustrates a linear function given its table of values
Day 18: Graphs and illustrates a linear function given its intercepts and slope
28 solves problems involving linear functions. (M8AL-IIe-2)
1 day
Day 19: Solves problems involving linear functions
Content Standard: The learner demonstrates understanding of key concepts of logic and reasoning.
Performance Standard: The learner is able to communicate mathematical thinking with coherence and clarity in formulating and
analyzing arguments.
29 determines the relationship between the hypothesis and the conclusion of an if-then statement. (M8GE1 day
IIf-1)
Day 20: Determines the hypothesis and conclusion of an if – then statement
30 transforms a statement into an equivalent if-then statement. (M8GE-IIf-2)
1 day
Day 21: Transforms a statement into an equivalent if-then statement
#
MELC
Number of Remarks
days taught
31 determines the inverse, converse, and contrapositive of an if-then statement. (M8GE-IIg-1)
3 days
Day 22: Determines the inverse of an if–then statement
Day 23: Determines the converse of an if–then statement
Day 24: Determines the contrapositive of an if–then statement
24
#
MELC
32
illustrates the equivalences of: (a) the statement and its contrapositive; and (b)
the converse and inverse of a statement. (M8GE-IIg-2)
Day 25: Illustrates the equivalences of a statement and its contrapositive
Day 26: Illustrates the equivalences of the converse and inverse of a statement
33
34
uses inductive or deductive reasoning in an argument. (M8GE-IIh-1)
Day 27: Uses inductive reasoning in an argument
Day 28: Uses deductive reasoning in an argument
writes a proof (both direct and indirect). (M8GE-IIi-j-1)
Day 29: Defines and illustrates important postulates, properties and theorems in
writing proofs
Day 30: Constructs a flowchart in writing direct proofs and a two-column proof
Day 31: Writes a direct proof (paragraph form)
Day 32: Writes an indirect proof
Number of
days taught
2 days
Remarks
After Day 26, give culminating
exercises covering equivalent
statements.
2 days
4 days
QUARTER 3
Content Standard: The learner demonstrates understanding of key concepts of axiomatic structure of geometry and triangle
congruence.
Performance Standard: 1. The learner is able to formulate an organized plan to handle a real-life situation.
2. The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and
solving real-life problems involving congruent triangles using appropriate and accurate representations.
#
MELC
Number of days taught
Remarks
35 describes a mathematical system. (M8GE-IIIa-1)
2 days
Day 1: Defines and illustrates a mathematical system
Day 2: Discusses parts of mathematical system
36 illustrates the need for an axiomatic structure of a mathematical system in general, and in
3 days
Geometry in particular: (a) defined terms; (b) undefined terms; (c) postulates; and (d)
theorems. (M8GE-IIIa-c-1)
Day 3: Illustrates the need for an axiomatic structure of a mathematical system in general
Day 4: Illustrates the need for an axiomatic structure of a mathematical system in general,
and in Geometry in particular: (a) defined terms, (b) undefined terms
Day 5: Illustrates the need for an axiomatic structure of a mathematical system in general,
and in Geometry in particular: (c) postulates, and (d) theorems
#
37
38
39
40
MELC
illustrates triangle congruence. (M8GE-IIId-1)
Day 6: Establishes the properties of congruence and identifies the corresponding
parts of congruent figures
Day 7: Illustrates triangle congruence
illustrates the SAS, ASA and SSS congruence postulates. (M8GE-IIId-e-1)
Day 8: Illustrates the SAS congruence postulates
Day 9: Illustrates the ASA congruence postulates
Day 10: Illustrates the SSS congruence postulates
Day 11: Illustrates the SAA congruence theorem
solves corresponding parts of congruent triangles (M8GE-IIIf-1)
Day 12: Illustrates CPCTC
Day 13: Identifies congruent parts when triangles are reflected, translated or rotated
Day 14: Applies CPCTC in identifying the congruent parts of two congruent triangles
Day 15: Solves corresponding parts of congruent triangles
Day 16: Solves problems involving corresponding parts of congruent triangles
proves two triangles are congruent. (M8GE-IIIg-1)
Day 17: Proves triangle congruence using SAS Postulate
Day 18: Proves triangle congruence using ASA Postulate
Day 19: Proves triangle congruence using SSS Postulate
Day 20: Proves triangle congruence using SAA Theorem
Day 21: Uses the conditions of triangle congruence in an isosceles triangle
Day 22: Proves theorems on isosceles triangle
Day 23: Proves theorems on right triangle: (a) Leg-Leg Congruence
Day 24: Proves theorems on right triangle: (b) Hypotenuse-Leg Congruence
Day 25: Proves theorems on right triangle: (c) Leg-Angle Congruence
Day 26: Proves theorems on right triangle: (d) Hypotenuse-Angle Congruence
Number of
days taught
2 days
Remarks
4 days
5 days
10 days
Provide exercises involving
problems on lengths and
angles using algebraic
methods.
Prior to teaching this
competency, give inputs
and exercises first on:
 derives relationships of
geometric figures using
measurements and by
inductive reasoning:
supplementary angles,
complementary angles,
congruent angles,
vertical angles, adjacent
angles, linear pairs,
perpendicular lines, and
parallel lines.
 Give examples of
congruent angles,
vertical lines, and
adjacent angles (G7,
Q3)
#
MELC
41
proves statements on triangle congruence. (M8GE-IIIh-1)
Day 27: Proves statements on triangle congruence involving all postulates and theorems on triangles.
applies triangle congruence to construct perpendicular lines and angle bisectors. (M8GE-IIIi-j-1)
Day 28: Illustrates (a) bisector, (b) midpoint, (c) perpendicular lines, and (d) angle bisector
Day 29: Constructs (a) perpendicular bisector
Day 30: Constructs (b) angle bisector
Day 31: Applies triangle congruence to construct perpendicular lines and angle bisectors
Day 32: Solves problems involving perpendicular bisector and angle bisector algebraically with one
unknown
Day 33: Solves problems involving perpendicular bisector and angle bisector algebraically with two
unknowns
42
Number of
days taught
1 day
Remarks
6 days
QUARTER 4
Content Standard: The learner demonstrates understanding of key concepts of inequalities in a triangle, and parallel and
perpendicular lines.
Performance Standard: The learner is able to communicate mathematical thinking with coherence and clarity in formulating,
investigating, analyzing, and solving real-life problems involving triangle inequalities, and parallelism and perpendicularity of lines
using appropriate and accurate representations.
#
MELC
Number of days taught
Remarks
Prior to teaching this competency, give inputs
43 illustrates theorems on triangle inequalities (Exterior
3 days
and exercises first on:
Angle Inequality Theorem, Triangle Inequality
 derives inductively the relationship of
Theorem, Hinge Theorem). (M8GE-IVa-1)
exterior and interior angles of a convex
Day 1: Defines and illustrates Triangle Inequality
polygon
theorem in one Triangle: (a) Side-Angle Inequality
 Give examples on the relationship of
Theorem; and (b) Angle-Side Inequality Theorem
exterior and interior angles of a triangle.
Day 2: Define and illustrate Triangle Inequality theorem
(G7, Q3)
and Exterior Angle Inequality Theorem
Day 3: Defines and illustrates Hinge Theorem and its
converse
#
MELC
44
applies theorems on triangle inequalities. (M8GE-IVb-1
Day 4: Applies Triangle Inequality Theorem in One Triangle to: (a)
arrange the sides of a triangle in longest to shortest order and vice
versa; (b) arrange the angles of a triangle in largest to smallest
and vice versa;
Day 5: Applies Triangle Inequality Theorem in One Triangle to: (c)
find the range of the missing side of a triangle.
Day 6: Applies Exterior Angle Inequality Theorem to solve
algebraically the measures of the angles of a triangle with one
unknown and with two or more unknowns
Day 7: Applies Hinge Theorem and Its Converse to: (a) compare
sides and angles of two triangles; (b) solve algebraically the
missing measure of a triangle with one unknown.
Day 8: Applies Hinge Theorem and Its Converse to solve
algebraically the missing measures of a triangle with two
unknowns.
proves inequalities in a triangle. (M8GE-IVc-1)
Day 9: Proves inequalities in a triangle using two-column proof
proves properties of parallel lines cut by a transversal. (M8GE-IVd-1)
Day 10: Illustrates and proves properties of parallel lines cut by a
transversal
Day 11: Solves problems involving parallel lines cut by a transversal
45
46
Number of
days taught
5 days
Remarks
Include problems that will require the use of
algebra.
1 day
2 days
Prior to teaching this competency, give inputs
and exercises first on:
derives relationships among angles formed by
parallel lines cut by a transversal using measurement and by inductive reasoning. (G7, Q3)
determines the conditions under which lines and segments are
2 days
parallel or perpendicular. (M8GE-IVe-1)
Day 12: Determines the conditions under which lines and
segments are parallel or perpendicular.
Day 13: Solves problems involving parallel and perpendicular lines
Content Standard: The learner demonstrates understanding of key concepts of probability.
Performance Standard: The learner is able to formulate and solve practical problems involving probability of simple events.
48 illustrates an experiment, outcome, sample space and event.
1 day
(M8GE-IVf-1)
Day 14: Illustrates and describes an experiment, outcome, sample
space and event
47
#
49
50
51
52
MELC
counts the number of occurrences of an outcome in an experiment: (a) table; (b) tree diagram; (c)
systematic listing; and (d) fundamental counting principle. (M8GE-IVf-g-1)
Day 15: Illustrates the different methods used in counting the number of occurrences of an outcome
in an experiment
Day 16: Counts the number of occurrences of an outcome in an experiment: (a) table
Day 17: Counts the number of occurrences of an outcome in an experiment: (b) tree diagram
Day 18: Counts the number of occurrences of an outcome in an experiment: (c) systematic listing
Day 19: Counts the number of occurrences of an outcome in an experiment: (d) fundamental
counting principle with repetition
Day 20: Counts the number of occurrences of an outcome in an experiment: (d) fundamental
counting principle without repetition
finds the probability of a simple event. (M8GE-IVh-1)
Day 21: Demonstrates the properties of the probability of a simple event.
Day 22: Finds the probability of a simple event.
illustrates an experimental probability and a theoretical probability. (M8GE-IVi-1)
Day 23: Illustrates an experimental probability
Day 24: Illustrates a theoretical probability
Day 25: Differentiates experimental probability to theoretical probability
Day 26: Solves problems involving experimental probability
Day 27: Solves problems involving theoretical probability
solves problems involving probabilities of simple events. (M8GE-IVi-j-1)
Day 28: Solves problems involving probabilities of simple events: spinner
Day 29: Solves problems involving probabilities of simple events: tossing coin
Day 30: Solves problems involving probabilities of simple events: rolling dice
Day 31: Solves problems involving probabilities of simple events: drawing cards
Day 32: Solves problems involving probabilities of simple events in real-life situations
Number of
days taught
6 days
2 days
5 days
5 days
Remarks
Learning Area: MATHEMATICS Grade Level: 9
QUARTER 1
Content Standard: The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and
rational algebraic equations.
Performance Standard: The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life
problems involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them using a variety
of strategies.
#
MELC
Remarks
Number of
days taught
illustrates quadratic equations. (M9AL-Ia-1)
1
1 day
Day 1: determines quadratic equations
2
4 days
Prior to teaching this competency,
solves quadratic equations by: (a) extracting square roots; (b) factoring; (c)
give input and exercise first on:
completing the square; and (d) using the quadratic formula. (M9AL-Ia-b-1)
Day 2: solves quadratic equations by extracting square roots
solves problems involving factors of
Day 3: solves quadratic equations by factoring
polynomials. (G8, Q1)
Day 4: solves quadratic equations by completing the square;
3
4
5
Day 5: solves quadratic equations by using the quadratic formula.
characterizes the roots of a quadratic equation using the discriminant.
(M9AL-Ic-1)
Day 6: describes the roots of a quadratic equation using the discriminant
describes the relationship between the coefficients and the roots of a
quadratic equation. (M9AL-Ic-2)
Day 7: describes the relationship of the roots and its coefficient of quadratic
equation
Day 8: identifies the sum and product of the roots for a quadratic equation
Day 9: forms a quadratic equation given its roots and the sum and product
of the roots
solves equations transformable to quadratic equations (including rational
algebraic equations). (M9AL-Ic-d-1)
Day 10: transforms equation to quadratic
Day 11: solves quadratic equations
Day 12: transforms rational equation to quadratic
Day 13: solves rational equation
1 day
3 days
4 days
Prior to teaching this competency,
give input and exercise first on:
performs operations on rational
algebraic expressions (G8, Q1)
#
6
7
8
9
10
MELC
solves problems involving quadratic equations and rational algebraic
equations. (M9AL-Ie-1)
Day 14: identifies problems involving quadratic equations
Day 15: solves problems involving quadratic equations
Day 16: identifies and solves problems involving rational algebraic
equations
illustrates quadratic inequalities (M9AL-If-1)
Day 17: explains quadratic inequalities
solves quadratic inequalities. (M9AL-If-2)
Day 18: solves quadratic inequalities
solves problems involving quadratic inequalities. (M9AL-If-g-1)
Day 19: identifies and solves problems involving quadratic inequalities
models real-life situations using quadratic functions. (M9AL-Ig-2)
Day 20: creates a model of quadratic functions.
Day 21: solves quadratic functions in real-life situations
Number of
days taught
3 days
Prior to teaching this competency,
give input and exercise first on:
solves problems involving rational
algebraic expressions. (G8, Q1)
1 day
1 day
1 day
2 days
Prior to teaching this competency,
give input and exercise first on:
illustrate a relation and a function
(G8, Q1)
Prior to teaching this competency,
give input and exercise first on:
 illustrates the rectangular
coordinate system and its uses.
 Finds the domain and range of a
function. (G8, Q1)
11
represents a quadratic function using: (a) table of values; (b)graph; and (c)
equation. (M9AL-Ig-3)
Day 22: represents a quadratic function using table of values and graph
Day 23: represents a quadratic function using equation.
2 days
12
transforms the quadratic function defined by y = ax2 + bx + c into the form y
= a(x – h)2 + k. (M9AL-Ih-1)
Day 24: writes the quadratic function from general into standard form
(vertex form)
Day 25: writes the quadratic function from standard form (vertex form) into
general form
graphs a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis
of symmetry; (e) vertex; (f) direction of the opening of the parabola. (M9ALIg-h-i-1)
Day 26: graphs a quadratic function: (a) domain; (b) range; (c) intercepts;
(d) axis of symmetry; (e) vertex; (f) direction of the opening of the parabola.
Day 27: determines (a) domain; (b) range; (c) intercepts; (d) axis of
symmetry; (e) vertex; (f) direction of the opening of the parabola.
2 days
13
Remarks
2 days
#
MELC
14
analyzes the effects of changing the values of a, h and k in the equation y =
a(x – h)2 + k of a quadratic function on its graph. (M9AL-Ii-2)
Day 28: identifies the values of a, h, and k in equation y = a(x – h)2 + k of a
quadratic function
Day 29: examines the effects of changing the values of a, h and k in the
equation y = a(x – h)2 + k of a quadratic function on its graph
determines the equation of a quadratic function given: (a) a table of
values; (b) graph; (c) zeros. (M9AL-Ij-1)
Day 30: forms the equation of a quadratic function given a table of values
Day 31: forms the equation of a quadratic function given graph
Day 32: forms the equation of a quadratic function given zeros
solves problems involving quadratic functions. (M9AL-Ii-j-2)
Day 33: identifies and solves problems involving quadratic functions
15
16
Number of
days taught
2 days
Remarks
3 days
1 day
QUARTER 2
Content Standard: The learner demonstrates understanding of key concepts of variation and radicals.
Performance Standard: The learner is able to formulate and solve accurately problems involving radicals.
#
MELC
Remarks
Number of
days taught
17 illustrates situations that involve the following variations: (a) direct; (b)
4 days
Prior to teaching this
inverse; (c) joint; (d) combined. (M9AL-IIa-1)
competency, give input and
exercise first on:
Day 1: illustrates situations that involves direct variations
Day 2: illustrates situations that involves inverse variations
determines dependent and
Day 3: illustrates situations that involves joint variations
independent variables. (G8, Q2)
Day 4: illustrates situations that involves combined variations
18
translates into variation statement a relationship between two quantities
given by: (a) a table of values; (b) a mathematical equation; (c) a graph,
and vice versa. M9AL-IIa-b-1
Day 5: translates into variation statement a relationship between two
quantities given by a table of values and vice versa
Day 6: translates into variation statement a relationship between two
quantities given by a mathematical equation and vice versa
Day 7: translates into variation statement a relationship between two
quantities given by a graph, and vice versa.
3 days
Prior to teaching this
competency, give input and
exercise first on:
Illustrates and finds the slope of a
line given two points, equation,
and graph.
(G8, Q2)
#
MELC
19
solves problems involving variation. (M9AL-IIb-c-1)
Day 8: solves problems involving direct and inverse variation.
Day 9: solves problems involving joint and combined variation
applies the laws involving positive integral exponents to zero and negative integral exponents. (M9ALIId-1)
Day 10: identifies the laws involving positive integral exponent to zero
Day 11: applies the laws involving positive integral exponents to zero
Day 12: identifies the laws involving negative integral exponents
Day 13: applies the laws involving negative integral exponents.
simplifies expressions with rational exponents. (M9AL-IIe-1)
Day 14: illustrates expressions with rational exponents
Day 15: simplifies expressions with rational exponents.
writes expressions with rational exponents as radicals and vice versa. (M9AL-IIf-1)
Day 16: transforms expressions with rational exponents as radicals
Day 17: transforms expressions with radical exponents as rational exponents
derives the laws of radicals. (M9AL-IIf-2)
𝑛
Day 18: derives the laws of radicals: ( 𝑛√𝑎)𝑛 𝑛= 𝑎 and 𝑛√𝑎𝑏 = 𝑛√𝑎 √𝑏
𝑛
𝑎
Day 19: derives the laws of radicals: 𝑛√𝑎 = √ , 𝑏 > 0 and 𝑚√ 𝑛 𝑎 = 𝑚𝑛 𝑎 = √ 𝑚 𝑎
𝑛
√
√
√
𝑏
𝑏
20
21
22
23
Number of
days taught
2 days
4 days
2 days
2 days
2 days
√
24
25
26
simplifies radical expressions using the laws of radicals. (M9AL-IIg-1)
Day 20: simplifies radical expressions by removing perfect nth power
Day 21: simplifies radical expressions by reducing the index to the lowest possible order
Day 22: simplifies radical expressions by rationalizing denominator of the radicands
performs operations on radical expressions. (M9AL-IIh-1)
Day 23: adds and subtracts radical expressions with similar indices
Day 24: adds and subtracts radical expressions with dissimilar indices
Day 25: multiplies radical expressions with similar and dissimilar indices
Day 26: divides radical expressions with similar and dissimilar indices
solves equations involving radical expressions. (M9AL-IIi-1)
Day 27: solves equation involving one radical expressions in one side of the equation
Day 28: solves equation involving two radical expressions in one side of the equation
Day 29: solves equation involving radical expressions in both sides of the equation
Day 30: solves equations involving radical expressions (with extraneous solution)
3 days
4 days
4 days
Remarks
#
27
MELC
Number of
days taught
3 days
solves problems involving radicals. (M9AL-IIj-1)
Day 31: solves (number) problems involving radicals
Day 32: solves (geometric) problems involving radicals
Day 33: solves other problems involving radicals.
Remarks
QUARTER 3
Content Standard: The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.
Performance Standard: The learner is able to investigate, analyze, and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representation.
#
MELC
Remarks
Number of
days taught
Prior to teaching this competency, give inputs and
28 determines the conditions that make a quadrilateral a
2 days
exercises first on:
parallelogram. (M9GE-IIIa-2)
 proves properties of parallel lines cut by a
Day 1: identifies conditions that makes a quadrilateral a
transversal. (G8, Q3)
parallelogram
 determines the conditions under which lines and
Day 2: proves that a given quadrilateral is a parallelogram
segments are parallel or perpendicular (G8, Q4)
29
30
31
uses properties to find measures of angles, sides and other
quantities involving parallelograms. (M9GE-IIIb-1)
Day 3: uses properties to find measures of angles
involving parallelograms
Day 4: uses properties to find measures of sides and other
quantities involving parallelograms
proves theorems on the different kinds of parallelogram
(rectangle, rhombus, square). (M9GE-IIIc-1)
Day 5: proves theorems on rectangle
Day 6: proves theorems on rhombus
Day 7: proves theorems on square
2 days
proves the Midline Theorem. (M9GE-IIId-1)
Day 8: proves the Midline theorem of Triangle and Trapezoid
Day 9: applies the Midline Theorem in finding the missing parts
of a triangle
Day 10: applies the Midline Theorem in finding the missing parts
of a trapezoid
3 days
3 days
Prior to teaching this competency, give inputs and
exercises first on:
proves two triangles are congruent
(G8, Q3)
Provide examples/exercises that will require
algebraic manipulation
#
MELC
32
proves theorems on trapezoids and kites. (M9GE-IIId-2)
Day 11: proves theorems on trapezoids
Day 12: proves theorems on kites
solves problems involving parallelograms, trapezoids and kites. (M9GE-IIIe-1)
Day 13: solves problems involving parallelograms
Day 14: solves problems involving trapezoids
Day 15: solves problems involving kites
describes a proportion. (M9GE-IIIf-1)
Day 16: defines and illustrates a proportion
illustrates similarity of figures. (M9GE-IIIg-1)
Day 17: illustrates the properties of similar triangles: corresponding angles
are congruent
Day 18: illustrates the properties of similar triangles: corresponding sides are
proportional
proves the conditions for similarity of triangles.
1.1 SAS similarity theorem
1.2 SSS similarity theorem
1.3 AA similarity theorem
1.4 right triangle similarity theorem
1.5 special right triangle theorems
Day 19: proves SAS similarity theorem
Day 20: proves SSS similarity theorem
Day 21: proves AA similarity theorem
Day 22: proves right triangle similarity theorem
Day 23: proves special right triangle theorems
applies the theorems to show that given triangles are similar. (M9GE-IIIi-1)
Day 24: applies SAS similarity theorem to show that given triangles are
similar
Day 25: applies SSS similarity theorem to show that given triangles are similar
Day 26: applies AA similarity theorem to show that given triangles are similar
Day 27: applies right triangle similarity theorem to show that given triangles
are similar
Day 28: applies special right triangle theorems to show that given triangles
are similar
33
34
36
37
38
Number of
days taught
2 days
Remarks
3 days
1 day
2 days
5 days
Prior to teaching this competency,
give inputs and exercises first on:
illustrates triangle congruence (G8,
Q3)
Prior to teaching this competency,
give inputs and exercises first on:
illustrates the SAS, ASA and SSS
congruence postulates (G8, Q3)
5 days
#
MELC
35
applies the fundamental theorems of proportionality to solve problems
involving proportions. (M9GE-IIIf-2)
Day 29: applies triangle proportionality theorem to solve problems involving
proportions
Day 30: applies converse triangle proportionality theorem to solve problems
involving proportions
Day 31: applies triangle angle bisector theorem to solve problems involving
proportions
proves the Pythagorean Theorem. (M9GE-IIIi-2)
Day 32: proves the Pythagorean Theorem
solves problems that involve triangle similarity and right triangles. (M9GEIIIj-1)
Day 33: solves problems that involve triangle similarity
Day 34: solves problems that involve right triangles.
39
40
Number of
days taught
3 days
Remarks
Prior to teaching this competency,
give inputs and exercises first on:
proves properties of parallel lines
cut by a transversal. (G8, Q4)
1 day
2 days
QUARTER 4
Content Standard: The learner demonstrates understanding of the basic concepts of trigonometry.
Performance Standard: The learner is able to apply the concepts of trigonometric ratios to formulate and solve real-life problems with
precision and accuracy.
#
MELC
Number of days taught Remarks
41 illustrates the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and
3 days
cotangent. (M9GE-IVa-1)
Day 1: illustrates sine and cosine
Day 2: illustrates tangent and cotangent
Day 3: illustrates secant and cosecant
42 finds the trigonometric ratios of special angles. (M9GE -IVb-c-1)
6 days
Day 4: illustrates trigonometric ratios of angles (0, and, 90)
Day 5: illustrates trigonometric ratios of angles (30 and 60)
Day 6: illustrates trigonometric ratios of angles 45
Day 7: illustrates trigonometric ratios of angles of reflex angles
Day 8: identifies the special angles given the trigonometric ratios
Day 9: uses the trigonometric ratios of special angles to solve for the sides of a right
triangle
#
43
44
45
46
MELC
illustrates angles of elevation and angles of depression. (M9GE-IVd-1)
Day 10: illustrates angles of elevation
Day 11: illustrates angles of depression
uses trigonometric ratios to solve real-life problems involving right triangles. (M9GE-IVe-1)
Day 12: uses calculator in solving angles and converting radian to degree and vice versa
Day 13: solves real life problems involving angle of elevation
Day 14: solves real life problems involving angle of depression
Day 15: solves real life problems involving bearing
illustrates laws of sines and cosines. (M9GE-IVf-g-1)
Day 16: defines and describe oblique triangles
Day 17: illustrates law of sines: one side and two angles
Day 18: illustrates law of sines: two sides and an angle opposite of the side given
Day 19: illustrates law of cosines: two side and included angle
Day 20: illustrates law of cosines: all sides of triangle are given
solves problems involving oblique triangles. (M9GE-IVh-j-1)
Day 21: solves real life problems involving law of sines: SAA and ASA
Day 22: solves real life problems involving law of sines: SSA (ambiguous case)
Day 23: solves real life problems involving law of cosines: SAS
Day 24: solves real life problems involving law of cosines: SSS
Number of days taught
2 days
4 days
5 days
4 days
Remarks
Learning Area: MATHEMATICS Grade Level: 10
QUARTER 1
Content Standard: The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
Performance Standard: The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
equations in different disciplines through appropriate and accurate representations.
#
MELC
Number of days taught
Remarks
generates
patterns.
(M10AL-Ia-1)
1
3 days
Day 1: describes and generates patterns given the general or nth term of the sequence.
Day 2: finds the general term or nth term of a sequence given the first few terms (linear
expressions).
Day 3: finds the general term or nth term of a sequence given the first few terms
(fractional, radical expressions, etc).
Illustrates an arithmetic sequence. (M10AL-Ib-1).
2
2 days
Day 4: identifies the patterns generated by arithmetic sequence and find the next few
terms.
Day 5: finds the missing term, common difference, and number of terms in an arithmetic
sequence.
3
3 days
determines arithmetic means, nth term of an arithmetic sequence and sum of the terms of
a given arithmetic sequence. (M10AL-Ib-2)
Day 6: finds the indicated number of arithmetic means between any two terms.
Day 7: finds the general term or nth term of an arithmetic sequence.
Day 8: finds the sum of the terms and the sum of the first n terms of a given arithmetic
sequence
illustrates a geometric sequence. (M10AL-Id – 1)
4
2 days
Day 9: identifies the patterns generated by geometric sequence and find the next few
terms.
Day 10: finds the missing term, common ratio, and number of terms of a given geometric
sequence.
differentiates a geometric sequence from an arithmetic sequence. (M10AL-Id-2)
5
2 days
Day 11: tells whether a given sequence is geometric, arithmetic or neither geometric nor
arithmetic.
Day 12: differentiates a finite geometric sequence from an infinite geometric sequence.
6
4 days
determines geometric means, nth term of a geometric sequence and sum of the terms of
a given finite or infinite geometric sequence. (M10AL-Id-3)
Day 13: finds the indicated number of geometric means between any two terms.
Day 14: finds the general term or nth term of a given geometric sequence.
7
8
9
10
11
12
Day 15: finds the sum of the terms of a given finite geometric sequence.
Day 16: tells whether a given infinite geometric series is convergent (has a sum) or
divergent (sum does not exist) using the common ratio. Finds the sum of the terms of
a given infinite geometric sequence.
solves problems involving sequences. (M10AL-If-2)
Day 17: solves problems applying the concepts of arithmetic sequences and series.
Day 18: solves problems applying the concepts of finite geometric sequences and
series.
Day 19: solves problems applying the concepts of infinite geometric sequences
and series.
performs division of polynomials using long division and synthetic division. (M10ALIg-1)
Day 20: divides polynomials using long division.
Day 21: divides polynomials using synthetic division.
Day 22: divides polynomials with missing terms and finds the divisor given the
dividend and quotient or find the dividend given the divisor and quotient using
synthetic division.
proves the Remainder Theorem and Factor Theorem. (M10AL-Ig-2)
Day 23: finds the remainder when the given polynomial is divided by (x – c) using
the Remainder Theorem.
Day 24: uses the Factor Theorem to determine whether or not the given binomial (x
– c) is a factor of a given polynomial.
Day 25: applies factor theorem and remainder theorem in solving problems (i.e.,
find the value of k)
factors polynomials. (M10AL-Ih-1)
Day 26: finds the factors of polynomial expressions/equations of at most degree 2.
Day 27: finds factors of polynomial expressions/equations of degree 3 and above.
Illustrates polynomial equations. (M10AL-Ii-1)
Day 28: applies the Fundamental Theorem of Algebra in finding the number of
zeros/roots of polynomial equations.
Day 29: describes and finds the integral zeros/roots of polynomial equations of
degree greater than 2 using the Integral Zero Theorem.
proves the Rational Roots Theorem. (M10AL- Ii -2)
Day 30: determines the list of possible rational zeros/roots of a given polynomial
equation using the Rational Roots Theorem.
Day 31: describes and finds the rational zeros/roots of polynomial equations of
degree greater than 2.
3 days
3 days
teachers may explore using
divisors of degree greater than 1
3 days
2 days
2 days
3 days
13
Day 32: solves polynomial equations of degree
greater than 2.
solves problems involving polynomials and polynomial equations. (M10AL-Ij-2)
Day 33: solves problems involving polynomials.
Day 34: solves problems involving polynomial equations.
2 days
QUARTER 2
Content Standard: The learner demonstrates understanding of key concepts of polynomial functions.
Performance Standard: The learner is able to conduct systematically a mathematical investigation involving polynomial functions in
different fields.
#
MELC
Number of days taught
Remarks
14 illustrate polynomial functions. (M10AL-IIa-1)
2 days
Day 1: determines whether a given algebraic
expression is a polynomial or not and define
polynomial functions.
Day 2: determines the degree, leading term, leading
coefficient, constant term in a given polynomial
function.
15 understand, describe, and interpret the graphs of
4 days
Prior to teaching this competency,
specifically Day 3, give inputs and exercises
polynomial functions. (M10AL-IIa-2)
on:
Day 3: uses the Leading Coefficient Test to determine
1. representation of quadratic function
the end behavior of the graphs of polynomial
using(a) table of values; (b) graph;
functions and sketch the possible graphs.
and (c) equation. (G9, Q1)
Day 4: sketches the graph of polynomial functions
2. graphs a quadratic function: (a)
using the intercepts, some points on the graph, and
domain; (b) range; (c) intercepts; (d)
the position of the curves determined from the Table
of Signs and multiplicity of zeros.
axis of symmetry; (e) vertex; (f)
direction of the opening of the
Day 5: sketches the graphs of polynomial functions
parabola. (G9, Q1)
having an odd/even degree and a positive/negative
leading coefficient.
Day 6: sketches the graphs of polynomial functions
having an even degree and a negative leading
coefficient.
#
16
MELC
solve problems involving polynomial functions. (M10AL-IIb-2)
Day 7: solves word problems applying the concepts of polynomial
functions.
Number of
days taught
1 day
Remarks
Prior to teaching this competency, give
inputs and exercises on:
models real-life situations using quadratic
functions. (G9, Q1)
Content Standard: The learner demonstrates understanding of key concepts of circles and coordinate geometry.
Performance Standards:
1) The learner is able to formulate and find solutions to challenging situations involving circles and other related terms in
different disciplines through appropriate and accurate representations.
2) The learner is able to formulate and solve problems involving geometric figures on the rectangular coordinate plane with
perseverance and accuracy.
17 derives inductively the relations among chords, arcs, central
5 days
angles and inscribed angles. (M10GE-IIc-1)
Day 8: illustrates circle and its parts (center, diameter, radius,
chord, secant line, tangent line, arcs and angles).
Day 9: describes the relationship between central angles and
arcs of a circle and its degree measures.
Day 10: finds the degree measure of arcs and central angle of a
circle using algebraic solutions. Finds the length of an arc.
Day 11: describes the relationship between inscribed angles and
arcs and its degree measures.
Day 12: finds the degree measure of arcs and inscribed angle of a
circle using algebraic solutions.
18 proves theorems related to chords, arcs, central angles and
2 days
inscribed angles. (M10GE-IIc-d-1)
Day 13: proves and apply theorems on central angles, arcs, and
chords.
Day 14: proves and apply theorems on inscribed angles, arcs, and
chords.
19 Illustrates secants, tangents, segments, and sectors of a circle.
2 days
(M10GE-IIe-1)
Day 15: illustrates secants, tangents, segments, and sectors of a
circle. Finds the area of a sector and segment.
Day 16: determines the different geometric relationships involving
tangents and secants of a circle. (ie. common internal tangents,
common external tangents, and the like)
#
20
21
22
23
24
MELC
proves theorems on secants, tangents, and segments. (M10NS-IIe-f-1)
Day 17: proves and applies the theorem on the angles formed by the intersection of two
secants in the exterior of the circle.
Day 18: proves and applies the theorem on angles formed by the intersection of a
tangent and a secant in the exterior of the circle.
Day 19: proves and applies the theorem on angles formed by the intersection of two
tangents in the exterior of the circle.
Day 20: proves and applies the theorem on angles formed by the intersection of two
chords/secants in the interior of the circle.
Day 21: proves and applies the “segments of secants power theorem” in finding the
unknown lengths.
Day 22: proves and applies the “intersecting segments of chords” and “tangent-secant”
power theorem in finding the unknown lengths.
solves problems on circles. (M10GE-IIf-2)
Day 23: solves word problems involving relationships of central angles, inscribed angles,
chords, arcs and sectors of a circle.
Day 24: solves word problems involving relationships of tangents, secants, angles, arcs,
and chords of a circle.
applies the distance formula to prove some geometric properties. (M10GE-IIg-2)
Day 25: derives the distance formula and find the distance between any two points on
the coordinate plane.
Day 26: derives the midpoint formula and find the coordinates of the midpoint of the
segment whose endpoints are given.
Day 27. applies distance formula and midpoint formula to prove some geometric
properties.
Illustrates the center-radius form of the equation of the circle. (M10GE-IIh-1)
Day 28: determines the center and radius of a circle given its center-radius form.
determines the center and radius of a circle given its equation and vice versa. (M10GEIIh-2)
Day 29: finds the equation of a circle in center-radius form given its center and radius.
Day 30: finds the equation of a circle in center-radius form given some geometric
conditions.
Day 31: transforms the equation of a circle from center-radius form to general form and
vice versa
Number of days taught
6 days
2 days
3 days
1 day
3 days
Remarks
#
25
MELC
graphs and solves problems involving circles and other geometric figures on the
coordinate plane.
(M10GE-IIh-3)
Day 32: sketches the graph of a circle given the standard form or the center-radius form,
general form of the circle, and other geometric figures on the coordinate plane.
Day 33: solves word problems applying the concepts of distance formula, equation of a
circle and other geometric properties.
Number of days taught
2 days
Remarks
QUARTER 3
Content Standard: The learner demonstrates understanding of key concepts of combinatorics and probability.
Performance Standard: The learner is able to use precise counting technique and probability in formulating conclusions and making
decisions.
#
MELC
Number of days taught
Remarks
illustrates
the
permutation
of
objects.
(M10SP-IIIa-1)
26
5 days
Day 1: illustrates and uses Fundamental Counting Principle (FCP) to visualize possible
number of arrangements
Day 2: illustrates and uses tree diagram to visualize possible number of arrangements
Day 3: defines and differentiates types of permutations of objects and illustrates factorial
notation and formula for repeated permutations
Day 4: illustrates the formula for finding the number of permutations of N objects taken r at
a time (distinct permutations)
Day 5: illustrates the formula for indistinguishable permutations and circular permutations
27 solves problems involving permutations. (M10SP-IIIb-1)
3 days
Day 6: solves problems involving repeated permutations and distinct permutations (n
taken r at a time)
Day 7: solves problems involving indistinguishable permutations
Day 8: solves problems involving circular permutations
28 illustrates the combination of objects. (M10SP-IIIc-1)
2 days
Day 9: defines combination of objects and illustrates the formula for combinations of n
objects taken r at a time.
Day 10: solves simple problems involving combination of objects
29 differentiates permutation from combination of n objects taken r at a time. (M10SP-IIIc-2)
2 days
Day 11: relates combination of objects to permutation of objects and differentiates
permutation from combination of n objects taken r at a time.
Day 12: identifying whether a situation involves permutation or combination of objects
#
30
31
32
33
34
35
MELC
solves problems involving permutations and combinations (M10SP-IIId-e-1)
Day 13: identifies the type of permutation illustrated in the problem then solves it.
Day 14: solves problems involving combination of objects
Day 15: solves problems involving permutations and combinations.
illustrates events, union and intersection of events. (M10SP-IIIf-1)
Day 16: Uses Venn Diagram to represent sets, subsets, set operations and illustrate
compound events.
Day 17: solves problems involving union and intersection of events using Venn diagram.
Day 18: solves problems involving union and intersection of events using table form.
illustrates the probability of a union of two events. (M10SP-IIIg-1)
Day 19: illustrates experiment, outcomes, sample space, event and probability of a union
of two events.
Day 20: Finds the probability of a simple events
illustrates mutually exclusive events. (M10SP-IIIi-1)
Day 21: identifies whether two events are mutually exclusive or non-mutually exclusive
events.
Day 22: identifies whether three or more events are mutually exclusive or non-mutually
exclusive events.
*finds the probability of (A B). (M10SP-IIIg-h-1)
Day 23: finds the probability of (A B) given a Venn diagram representation
Day 24: finds the probability of (A B) if A and B are mutually exclusive
Day 25: finds the probability of (A B) if A and B are non-mutually exclusive
Day 26: illustrates dependent and independent events
Day 27: finds the probability of independent events
Day 28: finds the probability of dependent events
solves problems involving probability. (M10SP-IIIi-j-1)
Day 29: solves problems involving the probability of (A B) if A and B are mutually
exclusive
Day 30: solves problems involving the probability of (A B) if A and B are non-mutually
exclusive
Day 31: solves problems involving the probability of independent and dependent events.
Day 32: solve problems involving probability of compound events where the given are
represented in table form or Venn Diagram.
Number of
days taught
3 days
Remarks
3 days
2 days
2 days
6 days
4 days
*finds the probability
of compound
events
QUARTER 4
Content Standard: The learner demonstrates understanding of key concepts of measures of position.
Performance Standard: The learner is able to conduct systematically a mini-research applying the different statistical methods.
#
MELC
Number of days taught
Remarks
36 illustrates the following measures of position: quartiles, deciles and
4 days
percentiles. (M10SP-IVa-1)
Day 1: recall of measures of central tendency (mean, Median, Mode)
Day 2: describes and visually represent quartiles,
Day 3: describes and visually represent deciles and percentiles
Day 4: identifies the similarities and differences of each measures of
position
37 calculates a specified measure of position (e.g. 90th percentile) of a set of
7 days
38
39
data. (M10SP-IVb-1)
Day 5: calculates quartiles for ungrouped data
Day 6: calculates deciles, percentiles and percentile rank for ungrouped
data
Day 7: calculates percentile rank for ungrouped data
Day 8: calculates quartiles for grouped data
Day 9: calculates deciles for grouped data
Day 10: calculates percentiles for grouped data
Day 11: calculates percentile rank for grouped data
interprets measures of position. (M10SP-IVc-1)
Day 12: analyze, compute and interpret data involving quartiles
Day 13: analyze, compute and interprets data involving deciles
Day 14: analyze, compute and interprets data involving percentiles
Day 15: analyze, compute and interprets data involving percentile rank
solves problems involving measures of position. (M10SP-IVd-e-1)
Day 16: solve and interpret real-life word problems involving quartiles
Day 17: solve and interpret real-life word problems involving deciles
Day 18: solve and interpret real-life word problems involving percentiles
Day 19: solve and interpret real-life word problems involving percentile
rank
Day 20: solve and interpret real-life word problems involving the
interpretation of different measures of position.
4 days
5 days
give situational problems
about quartiles, deciles,
percentiles, and
percentile rank
#
40
41
MELC
formulates statistical mini research. (M10SP-IVf-g-1)
Day 21: formulates the problem for statistical mini research
Day 22: estimates number of samples using Slovin’s Formula
Day 23: estimates number of samples using Cochran’s Formula
Day 24: differentiates random sampling techniques: fishbowl and table of
random numbers
Day 25: differentiates random sampling techniques: stratified and cluster
sampling
Day 26: illustrates purposive sampling techniques
Day 27: creates survey questionnaires (e.g. printed, google forms, etc.),
Day 28: creates interview questions
Day 29: gathers data for statistical mini research
Day 30: Organizes data gathered
Day 31: identify and uses appropriate statistical methods (measures of
position, central tendency, and variability)
Day 32: Analyzes and interprets computed research data to be able to
formulate conclusions and recommendations
Day 33: Presents the statistical mini research
uses appropriate measures of position and other statistical methods in
analyzing and interpreting research data. (M10SP-IVh-j-1)
Day 34: uses appropriate measures of position and other statistical
methods in analyzing and interpreting research data.
Number of days taught
13 days
Remarks
1 day
generate outputs using
statistical software like
excel, SPSS, etc.