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 2021-2022
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
H Remarks
taught
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 is 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 Home Learning Plan for learners.
Math 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 40 days. This means that the teacher has at least 12 days to devote for more opportunities for
exercises through the formative assessment, orientation, conduct of summative assessments, intervention activities, etc.
To illustrate this, Day 1 (September 13, 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
Team Leader
Emelita Bautista
Math EPS
Writer
Vanessa A. Pasion
T3
La Huerta Elementary School
Paranaque
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
Team Leader
Joel Feliciano
Math EPS
Writer
Wilma L. Garcia
T3
EMS Signal Village ES
Taguig City and Pateros
Writer
Sharon M. Sergio
MT 1
Don Carlos Village ES
Pasay
Remylinda Soriano
Math EPS
Potrero ES 1
Bgumbayan Elementary School
Caloocan City
Malabon City
Navotas City
Muntinlupa City
Paranaque City
Quezon City
Manila City
Rogelio Junio
Math EPS
Writer
Samuel Z. Sison
T3
Placido del Mundo ES
Quezon City
Writer
Allan G. Salonatin
MT 1
Caybiga ES
Caloocan
Teresita Tagulao
Math EPS
Pasig City
Mirasol Rongavilla
Math EPS
Taguig City and Pateros
Writer
Nely D. Baylon
MT II
Beata ES
Manila
Writer
Eliza Junio
MT I
Caniogan ES
Pasig
Gina Aguitez
Math EPS
Las Pinas City
Evelyn Callada
Math EPS
Malabon City
Writer
Lovely Rose D. Bamba
T3
Bagumbong HS
Caloocan
Writer
Bielynda C. Daelo
MT 1
Jesus Dela Peña NHS
Marikina City
Michael Lee
Math EPS
Makati City
Helen Acedo
Math EPS
San Juan City
Writer
Gabriel T. Vargas II
MT 1
Tinajeros NHS
Malabon City
Writer
Dianne V. Pellazar
T1
Veinte Reales National HS
Valenzuela
Team Leaders
G8
SDO
Math EPS
MT 1
MT 1
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
Pasay City
Grade Level
Role
Name
Restituto Rodella
Position
Math EPS
Dominador Villafria
Math EPS
Writer
Krystelle R. Dumlao
T3
Muntinlupa National High School TA
Muntinlupa
Writer
Marvin Ocampo
T1
Gen. Pio del Pilar NHS
Makati
Alberto Tiangco
Math EPS
Navotas City
Marilyn Soriano
Math EPS
Valenzuela City
Writer
Diana Grace B. Aniban
MT I
Manila Science HS
Manila
Writer
Helen M. Tan
MT1
Las Pinas East National High School
Las Pinas
Bernadeth C. Daran
Math EPS
Team Leaders
G9
Team Leaders
G10
Over-all Focal Person
School
SDO
Mandaluyong City
Marikina 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
4 days
to 100 using a variety of materials and methods. (M1NS-Ia-1.1)
Day 1: visualizes, represents, and counts numbers from 0 to 10 using a variety of
materials and methods.
Day 2: visualizes, represents, and counts numbers from 11 to 20 using a variety of
materials and methods.
Day 3: represents and counts numbers from 21 to 50 using a variety of materials and
methods.
Day 4: represents and counts numbers from 51 to 100 using a variety of materials
and methods.
2
identifies the number that is one more or one less from a given number. (M1NS-Ib-3)
4 days
Day 5: identifies the number that is one more than a given number
Day 6: writes the number that is one more than a given number
Day 7: identifies the number that is one less than a given number
Day 8: writes the number that is one less than a given number
3
regroups sets of ones into sets of tens and sets of tens into hundreds using objects.
2 days
(M1NS- Id-5)
Day 9: regroups sets of ones into sets of tens using objects
Day 10: regroups sets of tens into sets of hundreds using objects
4
compares two sets using the expressions “less than,” “more than,” and “as many
5 days
as” and orders sets from least to greatest and vice versa.
Day 11: compares two sets using the expression “less than”
Day 12: compares two sets using the expression “more than”
Day 13: compares two sets using the expression “as many as”
Day 14: order sets from least to greatest
Day 15: order sets from greatest to least
#
5
6
7
8
9
10
MELC
reads and writes numbers up to 100 in symbols and in words. (M1NS-If-9.1)
Day 16: reads and writes numbers from 1 to 10 in symbols and in words.
Day 17: reads and writes numbers from 11 up to 20 in symbols and in words.
Day 18: reads and writes numbers from 21 up to 50 in symbols and in words.
Day 19: reads and writes numbers from 51 up to 100 in symbols and in words.
visualizes and gives the place value and value of a digit in one- and two-digit
numbers. (M1NS-Ig-10.1)
Day 20: visualizes and gives the place value of a digit in one- and two-digit numbers.
Day 21: visualizes and gives the value of a digit in one- and two -digit numbers
Day 22: visualizes and gives the place value and value of a digit in one- and twodigit numbers
renames numbers into tens and ones. (M1NS-Ig-11)
Day 23: rename numbers into tens
Day 24: rename numbers into ones
Day 25: renames numbers into tens and ones
compares numbers up to 100 using relation symbol and orders them in increasing
or decreasing order.
Day 26: identifies and uses different relation symbols in comparing numbers up to 50
Day 27: use different relation symbols in comparing numbers from 51 to 100.
Day 28: visualizes, represents, and orders numbers up to 100 in increasing order
Day 29: 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 30: identifies and reads ordinal numbers up to 10th in symbols and in words
Day 31: writes ordinal numbers from 1st up to 10th object in a given set from a given
point of reference using concrete models
Day 32: writes ordinal numbers from 1st up to 10th object in a given set from a given
point of reference using pictures
Day 33: Arrange objects in ordinal sequence
recognizes and compares coins and bills up to PhP100 and their notations. (M1NSIj-19.1)
Day 34: recognizes, represents the different Philippine coins (incl. features) and
gives the value of each coin
Day 35: recognizes bills up to Php 100 and their notations (incl. features)
Day 36: compares coins up to Php 20
Day 37: compares bills from Php 20 to Php 100
Number of days taught
4 days
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.
#
MELC
Number of
Remarks
days taught
11 illustrates addition as “putting together or combining or joining
3 days
sets” (M1NS-IIa-23)
Day 1: identifies and combines objects
Day 2: identifies and combines sets
Day 3: 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 4: 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 5: 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 6: visualizes and adds three one-digit numbers
still has the same quantity), Kinder Q2
Day 7: visualizes and adds numbers with sums through 99 without
regrouping
Day 8: 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 9: visualizes one-step routine problems involving
addition with sums up to 99 using concrete models/pictures
Day 10: solve one-step routine problems involving
addition with sums up to 99 using the steps in solving word
problems
#
14
15
16
MELC
Day 11: visualizes one-step non-routine problems involving
addition with sums up to 99 using concrete models/pictures
Day 12: solves non-routine problems involving addition of whole
numbers with sums up to 99 using appropriate problem-solving
strategies
Day 13: 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 14: 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 15: recognizes subtraction symbols and components
illustrates that addition and subtraction are inverse operations.
(M1NS-IIf-25)
Day 16: visualizes and demonstrates that addition is an inverse
operation of subtraction
Day 17: 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 18: visualizes and represents subtraction using concrete
objects and pictures
Day 19: subtracts one-digit numbers with minuends
through 18
Day 20: visualizes and represents concrete objects and pictures of
one- to two-digit numbers in a subtraction sentence
Day 21: subtracts one- to two-digit numbers with minuends up to
99 without regrouping
Day 22: visualizes and represents concrete objects/pictures
involving subtraction with regrouping in a number sentence
Number of
days taught
2 days
2 days
7 days
Remarks
#
17
18
MELC
Day 23: uses the expanded form to explain subtraction with
regrouping
Day 24: subtracts one- to two-digit numbers with minuends up to
99 with regrouping
subtracts mentally one-digit numbers from two-digit minuends
without regrouping using appropriate strategies. (M1NS-IIi-33.1)
Day 25: performs subtracting mentally one-digit numbers from
two-digit minuends without regrouping using two parts and using
known subtraction parts
Day 26: performs subtracting mentally one-digit numbers from
two-digit minuends without regrouping using tens and ones, and
adding
Day 27: 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 28: 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 29: visualizes and represents one-step routine problems
involving subtraction with sums up to 99 using concrete
models/pictures
Day 30: solve one-step routine problems involving
subtraction with sums up to 99 using the steps in solving word
problems
Day 31: visualizes one-step non-routine problems involving
subtraction with sums up to 99 using concrete models/pictures
Day 32: solves non-routine problems involving subtraction of whole
numbers with sums up to 99 using appropriate problem-solving
strategies
Number of
days taught
4 days
5 days
Remarks
#
MELC
Number of
days taught
Remarks
Day 33: solves routine and non-routine subtraction problems
involving money with sums up to 99 using appropriate problemsolving strategies
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 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
#
MELC
Number of days taught Remarks
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).
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.
4 days
Day 17: Describes the four basic shapes in a 3 dimensional (solid) objects.
25 Draws the four basic shapes. (M1GE-IIIf-3)
Day 18: Draw the four basic shapes.
26 Constructs three dimensional objects (solid) using manipulative materials. (M1GE-IIIf-4)
Day 19: Construct three dimensional objects (solid) using variety of manipulative materials.
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.
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)
2 days
Day 26: Identifies and creates patterns to compose and using addition. e.g. 7 = 0 + 7, 1 + 6,
2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0
#
30
MELC
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
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
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
Number of days taught
Remarks
4 days
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
31 Tells the days in a week; months in a year in the right order. (M1ME-IVa-1)
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)
9 days
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)
#
MELC
Number of days taught Remarks
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.
Day 21: Compares objects using comparative words: long, longer, longest.
5 days
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 20 th 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
Visualizes and represents numbers from 0-1000 with
2 Days
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
2
Gives the place value and finds the value of a digit in three3 Days
digit numbers. (M2NS-Ib-10.2)
Day 3: Identifies the different place value in a three digit
numbers
Day 4: Gives the place value of a digit in three-digit
numbers
Day 5: Finds the value of a digit in three-digit numbers.
3
Visualizes and counts numbers by 10s, 50s, and 100s.
3 Days
(M2NS-Ib-8.2)
Day 6: Visualizes and counts numbers by 10s and 50s.
Day 7: Visualizes and counts numbers by 50s.
Day 8: Visualizes and counts numbers by 100s
4
Reads and writes numbers up to 1 000 in symbols and in
2 Days
words. (M2NS-Ic-9.2)
Day 9: Reads and writes numbers from 101 up to 500 in
symbols and in words
#
5
6
7
8
9
MELC
Day 10: 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)
Day 11: Visualizes three-digit numbers in expanded form
Day 12: Writes three-digit numbers in expanded form
Compares numbers up to 1000 using relation symbols and
orders numbers up to 1 000 in increasing or decreasing
order.
Day 13: Compares numbers up to 1000 using relation
symbols >, <, =
Day 14: Orders numbers up to 1000 in increasing order
Day 15: 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 16: Identifies the 1st through the 20th object in a given
set from a given point of reference
Day 17: Identifies the 1st through the 20th with the emphasis
on 11th to 20th object in a given set from a given point of
reference
Day 18: Reads and writes ordinal numbers from 1 st through
the 20th
Reads and writes money in symbols and in words through
PhP100. (M2NS-If-20.1)
Day 19: Reads and writes money with value through P100
(bills and coins)
Day 20: 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 21: Counts the value of a set of peso coins
Day 22: Counts the value of a set of centavo coins
Day 23: Counts the value of a set of peso-bills
Day 24: Counts the value of a set of combined peso-coins
and peso bills
Number of days taught
Remarks
2 Days
3 Days
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)
3 Days
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)
2 Days
4 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)
#
10
11
12
13
MELC
Compares values of different denominations of coins and
paper bills through PhP100 using relation symbols. (M2NS-If22.1)
Day 25: Compares values of different denominations of
coins through PhP100 using relation symbols.
Day 26: Compares values of different denominations of
paper bills through PhP100 using relation symbols.
Illustrates the properties of addition (commutative,
associative, identity) and applies each in appropriate and
relevant situations. (M2NS-Ig-26.3)
Day 26: Illustrates the identity property of addition and
applies in appropriate and relevant situations
Day 27: Illustrates the commutative property of addition
and applies in appropriate and relevant situations
Day 28: 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 29: Visualizes, represents and adds 2-digit by 3-digit
numbers with sums up to 1000 without regrouping
Day 30: Visualizes, represents and adds 2-digit by 3-digit
numbers with sums up to 1000 with regrouping
Day 31: Visualizes, represents and adds 3-digit by 3-digit
numbers with sums up to 1000 without regrouping
Day 32: 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 33: Adds mentally 1-to 2-digit numbers with sums up to
50 using appropriate strategies
Number of days taught
2 Days
3 Days
4 Days
4 Days
Remarks
#
14
MELC
Day 34: Adds mentally 3-digit numbers and 1-digit numbers
with sums up to 1000 using appropriate strategies
Day 35: Adds mentally three-digit numbers and tens
(multiples of 10 up to 90) using appropriate strategies
Day 36: Adds mentally 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. (M2NS-Ij-29.2)
Day 37: Solves routine problems involving addition of whole
numbers with sums up to 1000 using appropriate problemsolving strategies and tools
Day 38: Solves non-routine problems involving addition of
whole numbers with sums up to 1000 using appropriate
problem-solving strategies and tools
Day 39: 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
Remarks
4 Days
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
5 Days
and with regrouping. (M2NS-IIa-32.5)
Day 1: Visualizes, represents and subtracts 2- to 3-digit numbers with minuends up to 500
without regrouping
Day 2: Visualizes, represents and subtracts 2- to 3-digit numbers with minuends up to 999
without regrouping
Day 3: Visualizes, represents and subtracts 2- to 3-digit numbers with minuends up to 500
with regrouping
#
16
17
18
19
MELC
Day 4: Visualizes, represents and subtracts 2- to 3-digit numbers with minuends up to 999
with regrouping
Day 5: Visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 999
without and with regrouping
Subtracts mentally the following numbers without regrouping using appropriate strategies:
a. 1-digit numbers from 1- to 3-digit numbers
b. 3-digit numbers by tens and by hundreds
Day 6: Subtracts mentally 1-digit numbers from 1-to 3-digit numbers without regrouping
using appropriate strategies
Day 7: Subtracts mentally 3-digit numbers by tens without regrouping using appropriate
strategies
Day 8: Subtracts mentally 3-digit numbers by hundreds without regrouping using
appropriate strategies
Solves routine and non-routine problems involving subtraction of whole numbers including
money with minuends up to 1000 using appropriate problem-solving strategies and tools.
(M2NS-IIc-34.2)
Day 9: Solves routine problems involving subtraction of whole numbers with minuends up
to 1000 using appropriate problem-solving strategies and tools
Day 10: Solves non-routine problems involving subtraction of whole numbers with
minuends up to 1000 using appropriate problem-solving strategies and tools
Day 11: Solves routine and non-routine subtraction problems of whole numbers including
money with minuends up to 1000 using appropriate problem-solving strategies and tools
Performs orders of operations involving addition and subtractions of small numbers.
(M2NS-IId-34.3)
Day 12: Performs orders of operations involving addition and subtractions of small numbers
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 13: Solves multi-step routine problems involving addition and subtraction of 2- to 3digit numbers including money using appropriate problem-solving strategies and tools
Day 14: Solves multi-step non-routine problems involving addition and subtraction of 2- to
3-digit numbers including money using appropriate problem-solving strategies and tools
Day 15: 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
Number of days taught
3 Days
4 Days
1 Day
3 Days
Remarks
#
20
21
22
23
24
MELC
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 16: Visualizes and identifies the parts of multiplication sentence
Day 17: Illustrates and writes a related equation for multiplication using repeated addition
Day 18: Illustrates and writes a related equation for multiplication using array
Day 19: Illustrates and writes a related equation for multiplication using counting by
multiples
Day 20: Illustrates and writes a related equation for multiplication using equal jumps on
the number line
Illustrates the following properties of multiplication and
apply each in relevant situation: (a) identity, (b) zero, and, (c) commutative
Day 21: Illustrates the zero property of multiplication and apply each in relevant situation
Day 22: Illustrates the identity property of multiplication and apply each in relevant
situation
Day 23: Illustrates the commutative property of multiplication and apply each in relevant
situation
Day 24: Identifies the zero, identity and commutative properties of multiplication and
apply each in relevant situation
Visualizes multiplication of numbers 1 to 10 by 2,3,4,5 and 10. (M2NS-IIh-41.1)
Day 25: Visualizes multiplication of numbers 1 to 10 by 2
Day 26: Visualizes multiplication of numbers 1 to 10 by 3
Day 27: Visualizes multiplication of numbers 1 to 10 by 4
Day 28: Visualizes multiplication of numbers 1 to 10 by 5
Day 29: Visualizes multiplication of numbers 1 to 10 by 10
Multiplies mentally 2,3,4,5 and 10 using appropriate strategies. (M2NS-IIi-42.1)
Day 30: Multiplies mentally 2 using appropriate strategies
Day 31: Multiplies mentally 3 using appropriate strategies
Day 32: Multiplies mentally 4 using appropriate strategies
Day 33: Multiplies mentally 5 using appropriate strategies
Day 34: Multiplies mentally 10 using appropriate strategies
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 35: Solves routine problems involving multiplication of whole numbers using
appropriate problem-solving strategies and tools
Number of days taught
5 Days
4 Days
5 Days
5 Days
6 Days
Remarks
#
MELC
Day 36: Solves non-routine problems involving multiplication of whole numbers using
appropriate problem-solving strategies and tools
Day 37: Solves routine and non-routine multiplication problems including money
Day 38: Solves routine problems involving multiplication and addition or subtraction of
whole numbers using appropriate problem-solving strategies and tools
Day 39: Solves non-routine problems involving multiplication and addition or subtraction
of whole numbers using appropriate problem-solving strategies and tools
Day 40: 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
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 Visualizes division of numbers up to 100 by 2,3,4,5, and 10 (multiplication table of 2, 3, 4, 5
3 days
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).
#
27
28
29
30
31
32
MELC
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 problems involving division with any of the other operations of whole
numbers including money using appropriate problem solving strategies and tools
Day 16: Solves 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. (M2NS-IIId-72.2)
Day 17: Visualizes and identifies unit fractions with denominators of 2-6
Day 18: Represents and draws unit fractions wit denominators of 2-6
Day 19: Visualizes and identifies unit fractions with denominators of 7-10
Day 20: Represents and draws unit fractions wit denominators of 7-10
Reads and writes unit fractions. (M2NS-IIId-76.1)
Day 21: Reads and writes unit fractions.
Compares using relation symbol and arranges in increasing or decreasing order of unit
fractions.
Day 22: Write the symbols >, <, and = to compare unit fractions
Day 23: Arranges unit fraction in increasing order
Day 24: Arrange unit fraction in decreasing order
Number of days taught
3 days
2 days
4 days
4 days
1 day
3 days
Remarks
#
33
MELC
Number of days taught Remarks
Identifies other fractions less than one with denominators 10 and below. (M2NS-IIIe-79.1)
4 days
Day 25: Visualizes and identifies other fractions less than 1 with denominators of 2-6
Day 26: Represents and draws other fractions less than 1 with denominators of 2-6
Day 27: Visualizes and identifies fractions less than 1 with denominators of 7-10
Day 28: Represents and draws other 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 29: Visualizes, reads and writes similar fraction using group of objects
Day 30: Visualizes, reads and writes similar fraction using number line
35 Compares similar fractions using relation symbols. (M2NS-IIIf-77.2)
1 day
Day 31: Compares similar fractions using relation symbols.
36 Arranges similar fractions in increasing or decreasing order.
2 days
Day 32: Arranges similar fractions in increasing order.
Day 33: 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 34: Constructs squares, rectangles, triangles, circles, half circles, and quarter circles
using cut-outs
Day 35: 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 36: Identifies straight lines and curves in a 3-dimensional object
Day 37: 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
3 days
the following: figures, numbers, colors, sizes, and orientations, etc.) e.g. 1, A, 2,B,3,C,__,__
(M2AL-IIIj-3)
Day 38: Determines the missing term/s in a given continuous pattern using two attributes:
figures and numbers
Day 39: Determines the missing term/s in a given continuous pattern using two attributes:
colors and sizes
Day 40: 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 and writes time in minutes including a.m. and p.m. using analog clocks.
Day 2: Tells and writes time in minutes including a.m. and p.m. using 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 7: Compares the length of objects using meters/centimeters
Day 8: Compares the mass of objects using grams/kilograms
Day 9: 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 10: measures objects using appropriate measuring tools and unit of length in cm
Day 11: 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 12: estimates and measures length using centimeter
Day 13: estimates and measures length using meter
45 solves routine and non-routine problems involving length. (M2ME-IVc-27)
2 days
Day 14: solves routine problems involving length.
Day 15: solves non-routine problems involving length.
46 measures objects using appropriate measuring tools and measuring units in g or kg.
2 days
Day 16: measures objects using appropriate measuring tools and measuring units in g
Day 17: 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 18: estimates and measures mass using gram
Day 19: 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 20: solves routine problems involving mass.
Day 21: solves non-routine problems involving mass.
49 measures objects using appropriate measuring tools in mL or L. (M2ME-IVf-33)
2 days
Day 22: measures objects using appropriate measuring tools in mL
Day 23: 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 24: finds the area of a given figure ( a square or a rectangle) using square-tile units i.e.
number of square-tiles needed
Day 25: 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 26: estimates the area of a given figure using any shape (square, rectangle, circle,
triangle, etc.)
Day 27: 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 28: solves routine problems involving any figure using square tiles.
Day 29: 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 30: infers and interprets data presented in a pictograph without scales.
Day 31: 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
4 days
with scales. (M2SP-IVi-4.2)
Day 32: solves routine problems using data presented in a pictograph without scales
Day 33: solves routine problems using data presented in a pictograph with scales
Day 34: solves non-routine problems using data presented in a pictograph without scales.
Day 35: solves non-routine problems using data presented in a pictograph 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
Visualizes numbers up to 10 000 with emphasis on
2 days
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.
2
Gives the place value and value of a digit in 4- to 52 days
digit numbers. (M3NS-Ia-10.3)
Day 3: gives the place value of a digit in 4- to 5-digit
numbers.
Day 4: gives the value of a digit in 4- to 5-digit
After day 4, please give culminating
numbers.
exercises involving both the place value
and value of a digit in 4- to 5-digit numbers
3
Reads and writes numbers up to 10 000 in symbols and
2 days
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
rounds numbers to the nearest ten, hundred and
3 days
thousand. (M3NS-Ib-15.1)
Day 7: rounds numbers to the nearest ten
Day 8: rounds numbers to the nearest hundred
Day 9: rounds numbers to the nearest thousand.
#
5
6
7
8
MELC
Compares using relation symbols and orders in
increasing or decreasing order 4- to 5-digit numbers
up to 10 000.
Day 10: compares using relation symbols in 4- to 5-digit
numbers up to 10 000.
Day 11: orders numbers in increasing order of 4- to 5digit numbers up to 10 000.
Day 12: orders numbers in decreasing order of 4- to 5digit numbers up to 10 000.
Number of days taught
3 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 12: identifies ordinal numbers from 1st to 100th
with emphasis on the 21st to 60th object in a given set
from a given point of reference.
Day 13: identifies ordinal numbers from 1st to 100th
with emphasis on the 61st 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 14: Recognizes, reads and writes money in
symbols and in words involving combinations of coins
Day 15: Recognizes, reads and writes money in
symbols and in words involving combinations of bills
and coins
Day 16: Recognizes, reads and writes money in
symbols and in words through PhP1 000
compares values of the different denominations of
coins and bills through PhP1 000 using relation
symbols. (M3NS-Id-22.2)
2 days
Remarks
After day 12, please give culminating
exercises involving both in increasing or
decreasing order 4- to 5-digit numbers up
to 10 000.
3 days
Prior to teaching this competency,
specifically Day 14-15 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).
3 days
Prior to teaching this competency,
specifically Day 17-18 provide inputs and
exercises first on:
Compares values of different
denominations of coins and paper bills
through PhP100 using relation symbols.
#
MELC
Day 17: compares values of the different
denominations involving combinations of coins using
relation symbols.
Day 18: compares values of the different
denominations involving combinations of bills and
coins using relation symbols.
Day 19: compares values of the different
denominations of money in symbols and in words
through PhP1 000
Number of days taught
9
Adds 3 - to 4 -digit numbers up to three addends with
sums up to 10 000 without and with regrouping.
2 days
Day 20: adds 3 - to 4 -digit numbers up to three
addends with sums up to 10 000 without regrouping.
11
Estimates the sum of 3- to 4-digit addends with
reasonable results. (M3NS-Ie-31)
Day 22: 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 23: adds mentally 2-digit and 1-digit numbers
without regrouping
Day 24: adds mentally 2-digit and 1-digit numbers with
regrouping
Day 25: adds mentally 2- to 3-digit numbers with
multiples of hundreds
Prior to teaching this competency,
specifically Day 19-20 provide inputs and
exercises first on:
Illustrates the properties of addition
(commutative, associative, identity) and
applies each in appropriate and relevant
situations.
Day 21: adds 3 - to 4 -digit numbers up to three
addends with sums up to 10 000 with regrouping.
10
Remarks
1 day
3 days
Prior to teaching this competency,
specifically Day 22-24 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)
#
12
13
14
15
MELC
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 26: solves routine problems involving addition of
whole numbers with sums up to 10 000 using
appropriate problem-solving strategies and tools.
Day 27: solves non-routine problems involving addition
of whole numbers with sums up to 10 000 using
appropriate problem-solving strategies and tools.
Day 28: solves routine and non-routine problems
involving addition of whole numbers with sums up to
10 000 including money using appropriate problemsolving strategies and tools.
Subtracts 3-to 4-digit numbers from 3- to 4-digit
numbers without and with regrouping. (M3NS-Ig-32.6)
Day 29: subtracts 3-to 4-digit numbers from 3- to 4-digit
numbers without regrouping.
Day 30: subtracts 3-to 4-digit numbers from 3- to 4-digit
numbers with regrouping.
Estimates the difference of two numbers with three to
four digits with reasonable results. (M3NS-Ih-36)
Day 31: estimates the difference of two numbers with
three digits with reasonable results.
Day 32: estimates the difference of two numbers with
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 33: subtracts mentally 1- to 2-digit numbers
without regrouping using appropriate strategies
Day 34: subtracts mentally 1- to 2-digit numbers with
regrouping using appropriate strategies
Number of days taught
3 days
Remarks
Prior to teaching this competency,
specifically Day 26-27 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
2 days
4 days
#
16
MELC
Day 35: subtracts mentally 2- to 3-digit numbers with
multiples of hundreds without regrouping
Day 36: subtracts mentally 2- to 3-digit numbers with
multiples of hundreds with regrouping
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 37: solves routine problems involving subtraction
without or with addition of whole numbers using
appropriate problem-solving strategies and tools.
Day 38: solves non-routine problems involving
subtraction without or with addition of whole numbers
using appropriate problem solving strategies and
tools.
Day 39: solves routine and non-routine problems
involving subtraction without or with addition of whole
numbers including money using appropriate problemsolving strategies and tools.
Number of days taught
Remarks
After day 36 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
3 days
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)
5 days
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
#
19
20
MELC
Day 2: visualizes and states basic multiplication of
numbers 1 to 10 by 6
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
Illustrates the properties of multiplication in relevant
situations (commutative property, distributive property
or associative property)
Day 6: Illustrates the properties of multiplication in
relevant situations commutative property
Day 7: Illustrates the properties of multiplication in
relevant situations associative property
Day 8: Illustrates the properties of multiplication in
relevant situations distributive property
Multiplies numbers:
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 9: multiplies 2- to 3-digit numbers by 1-digit
numbers without regrouping
Day 10: multiplies 2- to 3-digit numbers by 1-digit
numbers with regrouping
Day 11: multiplies 2-digit numbers by 2-digit numbers
without regrouping
Day 12: multiplies 2-digit number by 2-digit numbers
with regrouping
Day 13: multiplies 2- to 3-digit numbers by multiples of
10 and 100
Day 14: multiplies 1- to 2-digit numbers by 1 000
Number of days taught
3 days
6 days
Remarks
#
21
22
MELC
Estimates the product of 2- to 3-digit numbers and 1to 2-digit numbers with reasonable results. (M3NS-IId44.1)
Day 15: estimates the product of 2- to 3-digit numbers
by 1-digit number with reasonable results.
Day 16: estimates the product of 2- to 3-digit numbers
by 2-digit numbers with reasonable results.
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
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
Day 17: multiplies mentally 2-digit by 1-digit numbers
without regrouping with products of up to 100 using
lattice method
Day 18: 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 19: Solves routine problems involving
multiplication without addition and subtraction of
whole numbers including money using appropriate
problem-solving strategies and tools.
Day 20: 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 21: visualizes and states the multiples of 1-digit
numbers.
Day 22: visualizes and states the multiples of 2-digit
numbers.
Example: 42 x 3 is (40 x 3) + (2 x 3)
3 days
Prior to teaching this competency,
specifically Day 18-20 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
2 days
#
25
26
27
28
29
MELC
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 23: visualizes and states basic division facts of
numbers 5 and 10
Day 24: visualizes and states basic division facts of
numbers 2 and 4
Day 25: visualizes and states basic division facts of
number 3
Day 26: visualizes and states basic division facts of
numbers 6
Day 27: visualizes and states basic division facts of
numbers 7
Day 28: visualizes and states basic division facts of
numbers 8
Day 29: visualizes and states basic division facts of
numbers 9
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 30: divides 2- to 3-digit numbers by 1- to 2- digit
numbers without remainder
Day 31: divides 2- to 3-digit numbers by 1- to 2- digit
numbers with remainder
Day 32 :divides 2- to 3-digit numbers by by 10 and 100
without remainder
Day 33: divides 2- to 3-digit numbers by by 10 and 100
with remainder
Estimates the quotient of 2- to 3- digit numbers by 1- to
2- digit numbers. (M3NS-IIi-55.1)
Day 34: estimates the quotient of 2- to 3- digit numbers
by 1-digit number.
Day 35: 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.
Number of days taught
7 days
4 days
2 days
1 day
Remarks
#
30
MELC
Day 36: 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 37: solves routine problems involving division of 2to 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 38: solves routine problems involving division of 2to 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 39: 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 40: 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
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
31 Identifies odd and even numbers. (M3NS-IIIa-63)
2 days
Day 1: Identifies odd numbers.
Day 2: Identifies even numbers
32 Visualizes and represents fractions that are equal to
6 days
one and greater than one using 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 using number line.
Day 8: visualizes and represents fractions that are
greater than one using number line.
33 Reads and writes fractions that are equal to one and
2 days
greater than one in symbols and in words. (M3NS-IIIb76.3)
Day 9: reads and writes fractions that are equal to
one in symbols and in words.
Day 10: reads and writes fractions that are greater
than one in symbols and in words.
34 Represents, compares and arranges dissimilar
5 days
fractions in increasing or decreasing order.
Day 11: Represents dissimilar fractions
Day 12: Compares dissimilar fractions with the same
numerators
Day 13: Compares dissimilar fractions with the different
numerators
#
MELC
Number of days taught
Remarks
Day 14: Arranges dissimilar fractions in increasing order
Day 15: Arranges dissimilar fractions in decreasing
order.
35 Visualizes and generates equivalent fractions. (M3NS3 days
IIIe-72.7)
Day 16: visualizes equivalent fractions.
Day 17: generates equivalent fractions by shading ,
paper folding
Day 18: 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
3 days
ray. (M3GE-IIIe-11)
Day 19: recognizes and draws a point and line
Day 20: recognizes and draws a line segment
Day 21: recognizes and draws a ray.
37 Recognizes and draws parallel, intersecting and
4 days
perpendicular lines. (M3GE-IIIf-12.1)
Day 22: recognizes and draws parallel lines.
Day 23: recognizes and draws intersecting lines.
Day 24: recognizes and draws perpendicular lines.
Day 25: recognizes and draws parallel, intersecting,
After day 25, please give culminating
and perpendicular lines.
exercises involving recognizing and draws
parallel, intersecting, and perpendicular
lines
38 Visualizes, identifies and draws congruent line
1 day
segments. (M3GE-IIIf-13)
Day 26: Visualizes, identifies, and draws congruent line
segments
39 Identifies and visualizes symmetry in the environment
2 days
and in design. (M3GE-IIIg-7.3)
Day 27: visualizes symmetry in the environment and in
design.
#
MELC
Number of days taught
Remarks
Day 28: identifies symmetry in the environment and in
design.
40 Identifies and draws the line of symmetry in a given
1 day
symmetrical figure. (M3GE-IIIg-7.4)
Day 29: identifies and draws the line of symmetry in a
given symmetrical figure.
41 Completes a symmetric figure with respect to a given
1 day
line of symmetry. (M3GE-IIIh-7.5)
Day 30: 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
3 days
of continuous and repeating pattern.
e.g. 4A,5B, 6A,7B,__ (M3AL-IIIi-4)
Day 31: determines the missing term/s in a given
combination of continuous pattern.
e.g. 4A,5B, 6A,7B,__
Day 32: determines the missing term/s in a given
combination of repeating pattern.
e.g. 4A,5B, 6A,7B,__
43 Finds the missing value in a number sentence
3 days
involving multiplication or division of whole numbers.
e.g. n x 7 = 56 56 ÷ n = 8 (M3AL-IIIj-12)
Day 33: 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 34: finds the missing value in a number sentence
After day 34, please give culminating
involving division of whole numbers. e.g. n x 7 = 56 56 ÷
exercises involving finding the missing value
n = 8 (M3AL-IIIj-12)
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
Number of days taught
Remarks
44 Visualizes, represents, and converts time measure:
9 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 month and vice versa
Day 6: visualizes, represents, and converts time
Limited only to number of days that is
measure from days to year and vice versa
multiple of 365
Day 7: visualizes, represents, and converts time
measure from weeks to months and vice versa
Day 8: visualizes, represents, and converts time
Limited only to number of weeks that is
measure from weeks to year and vice versa
multiple of 52
Day 9: visualizes, represents, and converts time
Limited only to number of months that is
measure from months to year and vice versa.
multiple of 12
45 Solves problems involving conversion of time
2 days
measure.
Day 10: solves problems involving conversion of time
measure (seconds, minutes, hours, and day)
Day 11: solves problems involving conversion of time
measure (days, weeks, months and years)
#
46
47
48
49
50
MELC
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 12: visualizes, represents, and converts meter and
centimeter from larger to smaller unit and vice versa
Day 13: visualizes, represents, and converts kilogram
and gram from larger to smaller unit and vice versa
Day 14: 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 15: visualizes, represents, and solves routine
problems involving conversions of common units of
measure
Day 16: visualizes, represents, and solves non-routine
problems involving conversions of common units of
measure
Solves routine and non-routine problems involving
capacity measure.
Day 17: solves routine problems involving capacity
measure.
Day 18: solves non-routine problems involving
capacity measure.
Visualizes, and represents, and measures area using
appropriate unit. (M3ME-IVd-43)
Day 19: visualizes, and represents area using
appropriate unit.
Day 20: measures area using appropriate unit.
Solves routine and non-routine problems involving
areas of squares and rectangles. (M3ME-IVf-46)
Day 21: Solves routine problems involving areas of
squares
Day 22: solves routine problems involving areas of
rectangles
Number of days taught
3 days
2 days
2 days
2 days
3 days
Remarks
#
MELC
Number of days taught
Remarks
Day 23: 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.
2 days
(M3SP-IVg-1.3)
Day 24: collects data on one variable using existing
Use existing records in real life
records.
Day 25: collects data on one variable by conducting
survey within the family or classmates
52 Sorts, classifies, and organizes data in tabular form
4 days
and presents this into a vertical or horizontal bar
graph. (M3SP-IVg-2.3)
Day 26: sorts and classifies data
Day 27: organizes data in tabular form
Day 28: presents data into a vertical bar graph.
Day 29: presents data into a horizontal bar graph.
53 Infers and interprets data presented in different kinds
3 days
of bar graphs (vertical/ horizontal). (M3SP-IVh-3.3)
Day 30: infers data presented in a vertical and
horizontal bar graphs
Day 31: interprets data presented in a vertical bar
graphs
Day 32: interprets data presented in a horizontal bar
graphs
54 Solves routine and non-routine problems using data
2 days
presented in a single-bar graph. (M3SP-IVh-4.3)
Day 33: solves routine problems using data presented
in a single-bar graph.
Day 34: solves non-routine problems using data
presented in a single-bar graph.
55 Tells whether an event is sure, likely, equally likely,
3 days
unlikely, and impossible to happen. (M3SP-IVi-7.3)
Day 35: tells whether an event is sure and impossible
to happen
#
56
MELC
Day 36: tells whether an event is likely, equally likely,
unlikely to happen
Day 37: tells whether an event is sure, likely, equally
likely, unlikely, and impossible to happen.
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”. (M3SP-IVj-8.3)
Day 38: 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”.
Number of days taught
1 day
Remarks
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
Number of days taught
Remarks
1
Visualizes numbers up to 100 000 with emphasis on
2 days
numbers 10 001–100 000. (M4NS-Ia-1.4)
Day 1: Visualizes numbers up to 100 000 with emphasis
on numbers 10 001–50 000.
Day 2: Visualizes numbers up to 100 000 with emphasis
on numbers 50 001–100 000.
2
Gives the place value and value of a digit in numbers
2 days
up to 100 000. (M4NS-Ia-10.4)
Day 3: Gives the place value of a digit in numbers up
to 100 000.
Day 4: Gives the value of a digit in numbers up to 100
000.
3
Reads and writes numbers, in symbols and in words,
2 days
up to hundred thousand and compare them using
relation symbols
Day 5: Reads and writes numbers, in symbols and in
words, up to hundred thousand
Day 6: Compares numbers up to hundred thousand
using relation symbols
4
Rounds numbers to the nearest thousand and ten
2 days
thousand. (M4NS-Ib-5.2)
Day 7: Rounds numbers to the nearest thousand
Day 8: Rounds numbers to the nearest ten thousand.
5
Orders numbers up to 100 000 in increasing or
2 days
decreasing order. (M4NS-Ib-13.4)
#
6
7
8
9
MELC
Day 9: Orders numbers up to 100 000 in increasing
order.
Day 10: Orders numbers up to 100 000 in decreasing
order.
Multiplies numbers up to 3-digit numbers by up to 2digit numbers without or with regrouping. (M4NS-Ic43.7)
Day 11: Multiplies numbers up to 3-digit numbers by
up to 2-digit numbers without regrouping
Day 12: Multiplies numbers up to 3-digit numbers by
up to 2-digit numbers with regrouping.
Estimates the products of 3- to 4-digit numbers by 2to 3- digit numbers with reasonable results. (M4NS-Ic44.2)
Day 13: Estimates the products of 3- to 4-digit numbers
by 2-digit numbers with reasonable results
Day 14: 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 15: Multiplies mentally 2-digit by 1 digit number
with products up to 200 and explains the strategies
used.
Day 16: 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 17: Solves routine problems involving
multiplication of whole numbers using appropriate
problem-solving strategies and tools.
Number of days taught
Remarks
2 days
After day 12, provide culminating exercises
covering multiplication of numbers up to 3digit numbers by up to 2-digit numbers
without or with regrouping.
2 days
2 days
3 days
#
10
11
MELC
Day 18: Solves non-routine problems involving
multiplication of whole numbers using appropriate
problem-solving strategies and tools.
Day 19: Solves routine and non-routine multiplication
problems 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 problem-solving strategies and
tools. (M4NS-Ie-45.5)
Day 20: Solves multi-step routine problems involving
multiplication and addition using appropriate
problem-solving strategies and tools.
Day 21: Solves multi-step routine problems involving
multiplication and subtraction using appropriate
problem-solving strategies and tools.
Day 22: Solves multi-step non-routine problems
involving multiplication and addition using
appropriate problem-solving strategies and tools.
Day 23: Solves multi-step non-routine problems
involving multiplication and subtraction using
appropriate problem-solving strategies and tools.
Divides 3- to 4-digit numbers by 1-to 2-digit numbers
without and with remainder. (M4NS-If-54.3)
Number of days taught
4 days
2 days
Day 24: Divides 3- to 4-digit numbers by 1-to 2-digit
numbers without remainder.
Day 25: Divides 3- to 4-digit numbers by 1-to 2-digit
numbers with remainder.
12
Divides mentally 2- to 4-digit numbers by tens or
hundreds or by 1 000 without and with remainder.
Day 26: Divides mentally 2- to 4-digit numbers by tens
without remainder.
Remarks
4 days
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 2digit numbers (G3, Q2)
After day 25, provide a culminating
exercise involving Division of 3- to 4-digit
numbers by 1-to 2-digit numbers without
and with remainder.
Prior to teach this competency, give input
and exercise first on:
Divides numbers with remainder 2- to 3-digit
numbers by 10 or 100 without or with
remainder (G3, Q2)
#
13
14
15
MELC
Day 27: Divides mentally 2- to 4-digit numbers by tens
with remainder
Day 28: Divides mentally 2- to 4-digit numbers by
hundreds and thousands without remainder.
Day 29: Divides mentally 2- to 4-digit numbers by
hundreds and thousands with remainder.
Estimates the quotient of 3- to 4-digit dividends by 1to 2-digit divisors with reasonable results. (M4NS-Ig55.2)
Day 30: Estimates the quotient of 3- to 4-digit
dividends by 1-digit divisors with reasonable results.
Day 31: 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 32: Solves routine problems involving division of 3to 4-digit numbers by 1-to 2-digit numbers using
appropriate problem solving strategies and tools
Day 33: Solves non-routine problems involving division
of 3- to 4-digit numbers by 1-to 2-digit numbers using
appropriate problem-solving strategies and tools.
Day 34: Solves routine and non-routine problems
involving division of 3- to 4-digit numbers by 1-to 2digit 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
whole numbers including money using appropriate
problem-solving strategies and tools. (M4NS-Ih-56.4)
Day 35: Solves multi-step routine problems involving
division and any of the other operations of whole
numbers using appropriate problem-solving strategies
and tools.
Number of days taught
2 days
Remarks
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)
3 days
Prior to teaching this competency, give
input and exercise first on:
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.
3 days
Prior to teaching this competency, give
input and exercise first on:
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.
#
16
MELC
Day 36: Solves multi-step non-routine problems
involving division and any of the other operations of
whole numbers using appropriate problem-solving
strategies and tools.
Day 37: 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 38: States, explains, and interprets Multiplication,
Division, Addition, Subtraction (MDAS) rule correctly.
Day 39: Performs a series of two or more operations
applying multiplication, division, addition or
subtraction (MDAS) rule correctly.
Number of days taught
Remarks
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: Identifies factors of a given number from 1 to 50.
Day 2: Identifies factors of a given number from 51 to 100.
18 Identifies the multiples of a given number up to 100. (M4NS-IIa-65)
2 days
Day 3: Identifies the multiples of a given number up from 1 to 50.
Day 4: Identifies the multiples of a given number up from 51 to 100.
19 Differentiates prime from composite numbers. (M4NS-IIb-66)
2 days
Day 5: Identifies prime numbers and composite numbers
Day 6: Differentiates prime from composite numbers.
#
20
21
22
23
24
25
26
27
MELC
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 method
Day 12: Finds the common multiples and least common multiple (LCM) of two numbers
using prime factorization method
Day 13: 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 14: Solving real-life problems involving GCF of two given numbers.
Day 15: Solving real-life problems involving LCM of 2 given numbers.
Changes improper fraction to mixed numbers and vice versa. (M4NS-IIe-80)
Day 16: Identify kinds of fractions: proper fractions, improper fractions, and mixed
numbers
Day 17: Changes improper fraction to mixed numbers
Day 18: Changes mixed numbers to improper fraction.
Changes fractions to lowest forms. (M4NS-IIe-81)
Day 19: Changes fractions to lowest forms using listing
Day 20: Changes fractions to lowest forms using prime factorization
Day 21: Changes fractions to lowest forms using continuous division
Visualizes addition and subtraction of similar and dissimilar fractions.
Day 22: Visualizes addition and subtraction of similar fractions.
Day 23: Visualizes addition and subtraction of dissimilar fractions
Visualizes subtraction of a fraction from a whole number. (M4NS-IIf-82.2)
Day 24: Visualizes subtraction of a fraction from a whole number.
Performs addition and subtraction of similar and dissimilar fractions. (M4NS-IIg-83)
Day 25: Performs addition and subtraction of similar fractions
Number of days taught
1 day
6 days
2 days
3 days
3 days
2 days
1 day
3 days
Remarks
#
28
29
30
31
32
33
34
MELC
Day 26: Performs addition of dissimilar fractions.
Day 27: Performs subtraction dissimilar fractions.
Solves routine and non-routine problems involving addition and/or subtraction of
fractions using appropriate problem-solving strategies and tools.
Day 28: Solves routine problems involving addition of fractions using appropriate
problem-solving strategies and tools.
Day 29: Solves routine problems involving subtraction of fractions using appropriate
problem-solving strategies and tools.
Day 30: Solves non-routine problems involving addition and/or 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 31: Visualizes decimal numbers using models like blocks and grids to show the
relationship to fractions.
Day 32: 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 33: Renames decimal numbers to fractions whose denominators are factors of 10 to
decimals.
Day 34: Renames decimal numbers to fractions whose denominators are factors of 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 35: Gives the place value of a digit of a given decimal number through hundredths.
Day 36: 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 37: Reads and writes decimal numbers through hundredths.
Rounds decimal numbers to the nearest whole number and tenth. (M4NS-IIj-103.1)
Day 38: Rounds decimal numbers to the nearest whole number and tenths
Compares and arranges decimal numbers. (M4NS-IIj-104.1)
Day 39: Compares decimal numbers.
Day 40: Arranges decimal numbers.
Number of days taught
3 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
2 days
perpendicular lines using ruler and set 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,
2 days
and obtuse) using models. (M4GE-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
3 days
quadrilaterals using concrete objects or 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
2 days
and angles. (M4GE-IIIc-16)
Day 8: Identifies and describes triangles according to
sides
Day 9: Identifies and describes triangles according to
angles.
39 Identifies and describes the different kinds of
2 days
quadrilaterals: square, rectangle, parallelogram,
trapezoid, and rhombus. (M4GE-IIIc-17)
#
MELC
Number of days taught
Remarks
Day 10: Describes the different kinds of quadrilaterals:
square, rectangle, parallelogram, trapezoid, and
rhombus
Day 11: Identifies the different kinds of quadrilaterals:
square, rectangle, parallelogram, trapezoid, and
rhombus
40 Relates triangles to quadrilaterals (M4GE-IIId-18.1)
1 day
Day 12: Relates triangles to quadrilaterals
41 relates one quadrilateral to another quadrilateral (e.g.
3 days
square to rhombus). (M4GE-IIId-18.2)
Day 13: Relates one quadrilateral to another
quadrilateral: square to rhombus; square to rectangle
by using models or objects.
Day 14: Relates one quadrilateral to another
quadrilateral: parallelogram to trapezoid by using
models or objects.
Day 15: 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.
42 Determines the missing term/s in a sequence of
3 days
numbers (odd numbers, even numbers, multiples of a
number, factors of a number, etc.) e.g., 3, 6, 9, __ 4, 8,
12, 16 (M4AL-IIIe-5)
Day 16: Determines the missing term/s in a sequence
of odd and even numbers
Day 17: Determines the missing term/s in a sequence
of multiples of a number
Day 18: Determines the missing term/s in a sequence
of factors of a number and other sequences
#
43
MELC
Number of days taught
Remarks
Finds the missing number in an equation involving
4 days
Prior to teaching this competency, give
properties of operations. (e.g. (4+_) + 8 = 4 + (5 + __)
input and exercise first on:
(M4AL-IIIe-13)
find the missing value in a number
Day 19: Finds the missing number in an equation
sentence involving multiplication or division
involving identity and zero property.
of whole numbers. e.g., n x 7 = 56 56 ÷ n = 8
Day 20: Finds the missing number in an equation
(G3, Q3)
involving commutative.
Day 21: Finds the missing number in an equation
involving associative property.
Day 22: Finds the missing number in an equation
involving the distributive property of multiplication.
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.
1 day
(M4ME-IIIf-11)
Day 23: Finds the elapsed time in minutes and
seconds.
45 Estimates the duration of time in minutes. (M4ME-IIIf1 day
12)
Day 24: Estimates the duration of time in minutes
46 Solves problems involving elapsed time. (M4ME-IIIg2 days
13)
Day 25: Solves problems involving elapsed time using
counting methods
Day 26: Solves problems involving elapsed time using
subtraction with and without regrouping
47 Visualizes the perimeter of any given plane figure in
2 days
different situations. (M4ME-IIIg-48)
Day 27: Visualizes the perimeter of triangle and any
other kinds of triangles in different situations
Day 28: Visualizes the perimeter of quadrilaterals and
any given plane figure in different situations
48 Measures the perimeter of any given figure using
2 days
appropriate tools. (M4ME-IIIh-49)
Day 29: Measures the perimeter of any given figure
using centimeter and meter as a unit of measurement.
#
49
50
51
52
MELC
Day 30: Measures the perimeter of any given figure
using appropriate tools.
Finds the perimeter of triangles, squares, rectangles,
parallelograms, and trapezoids. (M4ME-IIIi-51)
Day 31: Finds the perimeter of triangles.
Day 32: Finds the perimeter of parallelogram: squares
and rectangles,
Day 33: Finds the perimeter of trapezoids
Solves routine and non-routine problems in real-life
situations involving perimeter of squares and
rectangles, triangles, parallelograms, and trapezoids.
Day 34: Solves routine and non-routine problems in
real-life situations involving the perimeter of triangles.
Day 35: Solves routine and non-routine problems in
real-life situations involving perimeter of
parallelograms: squares and rectangles.
Day 36: Solves routine and non-routine problems in
real-life situations involving perimeter of trapezoids.
Differentiates perimeter from area. (M4ME-IIIj-53)
Day 37: Identify and differentiates perimeter from
area.
Converts sq. cm to sq. m and vice versa. (M4ME-IIIj54)
Day 38: Converts sq. cm to sq. dm and vice versa
Day 39: Converts sq. dm to sq. m and vice versa
Day 40: Converts sq.c m to sq. m and vice versa
Number of days taught
3 days
3 days
1 day
3 days
Remarks
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
2 days
and rectangles using sq. cm and sq. m. (M4ME-IVa55)
Day 1: Finds the area of irregular figures made up of
rectangles using sq. cm and sq. meter.
Day 2: Finds the area of irregular figures made up of
squares using sq. cm and sq. meter.
54 Finds the area of triangles, parallelograms and
3 days
trapezoids using sq. cm and sq. m. (M4ME-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
5 days
squares, rectangles, triangles, parallelograms, and
trapezoids. (M4ME-IVc-60)
Day 6: Solves routine and non-routine problems
involving squares.
Day 7: Solves routine and non-routine problems
involving rectangles.
Day 8: Solves routine and non-routine problems
involving parallelograms
Day 9: Solves routine and non-routine problems
involving triangles.
Day 10: Solves routine and non-routine problems
involving trapezoids.
56 Visualizes the volume of solid figures in different
2 days
situations using non-standard (e.g. marbles, etc.) and
standard units. (M4ME-IVd-62)
#
MELC
Number of days taught
Remarks
Day 11: Visualizes the volume of solid figures in
different situations using non-standard (e.g., marbles,
etc.)
Day 12: Visualizes the volume of solid figures in
different situations using standard units.
57 Finds the volume of a rectangular prism using cu. cm
2 days
and cu. m. (M4ME-I'Ve-64)
Day 13: Derives the formula for the volume of a
rectangular prisms.
Day 14: Finds the volume of a rectangular prism using
cu.cm and cu. m.
58 Solves routine and non-routine problems involving the
3 days
volume of a rectangular prism. (M4ME-IVf-65)
Day 15: Solves routine problems involving the volume
of a cube.
Day 16: Solves routine problems involving the volume
of a rectangular prism.
Day 17: Solves 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.
3 days
(M4SP-IVg-1.4)
Day 18: Collects data on two variables using
questionnaire.
Day 19: Collects data on two variables using
Interview
Day 20: 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
2 days
single/double horizontal or vertical bar graph. (M4SPIVg-2.4)
Day 21: Organizes data in tabular form and presents in
a single horizontal and vertical bar graph
#
61
62
63
64
65
MELC
Day 22: Organizes data in tabular form and presents in
a double horizontal and vertical bar graph.
Interprets data presented in different kinds of bar
graphs (vertical/horizontal, single/double bars).
(M4SP-IVg-3.4)
Day23: Interprets data presented in a single horizontal
or vertical bar graph.
Day 24: 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-IVh4.4)
Day 25: Solves routine problems using data presented
in a single bar graph
Day 26: Solves routine problems using data presented
in a double bar graph
Day 27: Solves non-routine problems using data
presented in a single and double bar graph.
Draws inferences based on data presented in a
double-bar graph. (M4SP-IVh-5.4)
Day 28: 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-IVi9)
Day 29: Records favorable outcomes in a simple
experiment by tossing a coin.
Day 30: Records favorable outcomes in a simple
experiment by rolling a die.
Day 31: Records favorable outcomes in a simple
experiment choosing cards from a deck of cards.
Day 32: Records favorable outcomes in a simple
experiment by spinning a wheel
Expresses the outcome in a simple experiment in
words, symbols, tables, or graphs. (M4SP-IVi-10)
Number of days taught
Remarks
2 days
3 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”.
3 days
#
66
67
MELC
Day 33: Expresses the outcome in a simple experiment
in words and symbols.
Day 34: Expresses the outcome in a simple experiment
in tables.
Day 35: Expresses the outcome in a simple experiment
in graphs
Explains the outcomes in an experiment. (M4SP-IVi-11)
Day 36: Interprets and explains the outcomes in an
experiment.
Solves routine and non-routine problems involving a
simple experiment. (M4SP-IVj-12)
Day 37: Solves routine problems involving a simple
experiment.
Day 38: Solves non-routine problems involving a simple
experiment.
Number of days taught
Remarks
1 day
Make sure to give samples involving
different experiments such as tossing a coin,
rolling a die, drawing a card, spinning a
wheel.
2 days
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 days taught
Remarks
1
Uses divisibility rules for 2, 5 and 10 to find the
2 days
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
2 days
factors. (M5NS-Ib-58.2)
Day 3: Uses divisibility rules for 3 and 9 to find common
factors.
Day 4: Uses divisibility rules for 6 to find common
factors.
3
Uses divisibility rules for 4, 8, 12 and 11 to find common
3 days
factors. (M5NSIb-58.3)
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 days
2,3,4,5,6,8,9,10,11, and 12. (M5NS-Ic-59)
Day 8: Solves routine problems involving factors,
multiples, and divisibility rules for 2,3,4,5,6,8,9,10,11,
and 12.
#
5
6
7
MELC
Day 9: Solves non-routine problems involving factors,
multiples, and divisibility rules for 2,3,4,5,6,8,9,10,11,
and 12.
Performs a series of more than two operations on
whole numbers applying Parenthesis, Multiplication,
Division, Addition, Subtraction (PMDAS) or Grouping,
Multiplication, Division, Addition, Subtraction (GMDAS)
correctly.
Day 10: Performs a series of operations on whole
numbers applying any two operations and a
parenthesis using the PMDAS or GMDAS rule.
Day 11: Performs a series of operations on whole
numbers applying any three operations and grouping
symbols using the PMDAS or GMDAS rule.
Day 12: Performs a series of operations on whole
numbers applying all four fundamental operations
and grouping symbols using the PMDAS or GMDAS
rule.
Finds the common factors, GCF, common multiples
and LCM of 2–4 numbers using continuous division.
Day 13: Finds the common factors of 2 - 4 numbers
using continuous division.
Day 14: Finds the greatest common factor (GCF) of 2–
4 numbers using continuous division
Day 15: Finds the common multiples of 2 - 4 numbers
using continuous division.
Day 16: Finds the least common multiple (LCM) of 2–4
numbers using continuous division.
Solves real-life problems involving GCF and LCM of 23 given numbers. (M5NS-Ie-70.2)
Day 17: Solves real-life problems involving GCF of 2-3
given numbers.
Day 18: Solves real-life problems involving LCM of 2-3
given numbers.
Number of days taught
3 days
Remarks
Prior to teaching this competency, give
inputs and exercises first on:
performs a series of two or more operations
applying Multiplication, Division, Addition,
Subtraction (MDAS) correctly.
4 days
Teachers can use other methods in
presenting the lesson like listing method,
prime factorization, etc.
2 days
After day 18, give culminating exercises on
solving real-life problems involving both
GCF and LCM of 2-3 given numbers.
#
8
9
10
11
12
MELC
Adds and subtracts fractions and mixed fractions
without and with regrouping. (M5NS-Ie-84)
Day 19: Adds fractions and mixed fractions without
regrouping.
Day 20: Adds fractions and mixed fractions with
regrouping.
Day 21: Subtracts fractions and mixed fractions
without regrouping.
Day 22 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 23: Solves routine problems involving addition
and/or subtraction of fractions using appropriate
problem-solving strategies and tools.
Day 24: Solves non-routine problems involving addition
and/or subtraction of fractions using appropriate
problem-solving strategies and tools.
Visualizes multiplication of fractions using models.
(M5NS-Ig-89)
Day 25: Visualizes multiplication of fractions using
models.
Multiplies a fraction and a whole number and another
fraction. (M5NS-Ig-90.1)
Day 26: Multiplies fraction and a whole number.
Day 27: Multiplies a fraction and another fraction.
Day 28: Multiplies a fraction and a whole number and
another fraction.
Multiplies mentally proper fractions with denominators
up to 10. (M5NS-Ig-91)
Day 29: Multiplies mentally proper fractions with
denominators up to 10.
Number of days taught
4 days
2 days
Remarks
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-IIh-87.1)
1 day
3 days
1 day
#
13
14
15
16
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 30: Solves routine problems involving
multiplication without addition or subtraction of
fractions and whole numbers using appropriate
problem-solving strategies and tools.
Day 31: Solves routine problems involving
multiplication with addition or subtraction of fractions
and whole numbers using appropriate problemsolving strategies and tools.
Day 32: Solves non -routine problems involving
multiplication without addition or subtraction of
fractions and whole numbers using appropriate
problem-solving strategies and tools.
Day 33: Solves non -routine problems involving
multiplication with addition or subtraction of fractions
and whole numbers using appropriate problemsolving strategies and tools.
Shows that multiplying a fraction by its reciprocal is
equal to 1. (M5NS-Ih-94)
Day 34: Shows that multiplying a fraction by its
reciprocal is equal to 1.
Visualizes division of fractions. (M5NS-Ii-95)
Day 35: Visualizes division of fractions.
Divides simple fractions and whole numbers by a
fraction and vice versa. (M5NS-Ii-96.1)
Day 36: Divides simple fractions and whole numbers
by a fraction.
Day 37: Divides fractions by a simple fraction and
whole number.
Number of days taught
4 days
1 day
1 day
2 days
Remarks
#
17
MELC
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 38: Solves routine problems involving division
without any of the other operations of fractions and
whole numbers using appropriate problem-solving
strategies and tools.
Day 39: Solves routine problems involving division with
any of the other operations of fractions and whole
numbers using appropriate problem-solving strategies
and tools.
Day 40: Solves non -routine problems involving division
without or with any of the other operations of fractions
and whole numbers using appropriate problemsolving strategies and tools.
Number of days taught
3 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.
#
MELC
Number of days taught
Remarks
18 Gives the place value and the value of a digit of a
2 days
Prior to teaching this competency, give
given decimal number through ten thousandths.
inputs and exercises first on:
(M5NS-IIa-101.2)
gives the place value and the value of a
Day 1: Gives the place value of a digit of a given
digit of a given decimal number through
decimal number through ten thousandths.
hundredths. (G4, Q1)
Day 2: Gives the value of a digit of a given decimal
number through ten thousandths.
#
19
20
21
22
23
MELC
Reads and writes decimal numbers through ten
thousandths. (M5NS-IIa-102.2)
Day 3: Reads and writes decimal numbers through ten
thousandths.
Number of days taught
1 day
Rounds decimal numbers to the nearest hundredth
and thousandth. (M5NS-IIa-103.2)
Day 4: Rounds decimal numbers to the nearest
hundredth.
Day 5: Rounds decimal numbers to the nearest
thousandth.
Compares and arranges decimal numbers. (M5NS-IIb104.2)
Day 6: Compares decimal numbers.
Day 7: Arranges decimal numbers.
Adds and subtracts decimal numbers through
thousandths without and with regrouping. (M5NS-IIb106.1)
Day 8: Adds decimal numbers through thousandths
without regrouping.
Day 9: Adds decimal numbers through thousandths
with regrouping.
Day 10: Subtracts decimal numbers through
thousandths without regrouping.
Day 11: Subtracts decimal numbers through
thousandths with regrouping.
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 12: Solves routine problems involving addition and
subtraction of decimal numbers including money
using appropriate problem-solving strategies and tools.
Day 13: Solves non-routine problems involving addition
and subtraction of decimal numbers including money
using appropriate problem-solving strategies and
tools.
2 days
Remarks
Prior to teaching this competency, give
inputs and exercises first on:
reads and writes decimal numbers through
hundredths. (M4NS-IIi-101.1)
Prior to teaching this competency, give
inputs and exercises first on:
rounds decimal numbers to the nearest
whole number and tenth. (M4NS-IIj-103.1)
2 days
Prior to teaching this competency, give
inputs and exercises first on:
compares and arranges decimal numbers.
4 days
2 days
After day 13, give additional real-life
problems on solving routine or non-routine
problems involving addition and
subtraction of decimal numbers.
#
24
25
26
27
MELC
Multiplies decimals up to 2 decimal places by 1- to 2digit whole numbers. (M5NS-IId-111.1)
Day 14: Multiplies decimals up to 2 decimal places by
1-digit whole numbers.
Day 15: Multiplies decimals up to 2 decimal places by
2-digit whole numbers.
Multiplies decimals with factors up to 2 decimal
places. (M5NS-IId-111.2)
Day 16: Multiplies decimals with factors of 1 decimal
place.
Day 17: Multiplies decimals with factors of 1 decimal
and 2-decimal places
Day 18: Multiplies decimals with factors of 2 decimal
places.
Estimates the products of decimal numbers with
reasonable results. (M5NS-IIe-112)
Day 19: Estimates the products of 2 decimal numbers
with reasonable results.
Day 20: Estimates the products of 3 or more 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 21: Solves routine problems involving
multiplication without addition or subtraction of
decimals and whole numbers including money using
appropriate problem-solving strategies and tools.
Day 22: Solves routine problems involving
multiplication with addition or subtraction of decimals
and whole numbers including money using
appropriate problem-solving strategies and tools.
Day 23: Solves non-routine problems involving
multiplication without addition or subtraction of
decimals and whole numbers including money using
appropriate problem-solving strategies and tools.
Number of days taught
2 days
3 days
2 days
4 days
Remarks
#
28
29
30
MELC
Day 24: Solves non-routine problems involving
multiplication with addition or subtraction of decimals
and whole numbers including money using
appropriate problem-solving strategies and tools.
Divides decimals with up to 2 decimal places. (M5NSIIf-116.1)
Day 25: Divides decimals with 1 decimal place.
Day 26: Divides decimals with 2 decimal places.
Divides whole numbers with quotients in decimal form.
(M5NS-IIf-116.2)
Day 27: Divides whole numbers by 1-digit divisor with
quotients in decimal form.
Day 28: Divides whole numbers by 2-digit divisor with
quotients in decimal form.
Day 29: 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 30: Solves 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 31: Solves routine problems involving division with
any of the other operations of decimals and whole
numbers including money using appropriate problemsolving strategies and tools.
Day 32: Solves 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 33: Solves 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.
Number of days taught
2 days
3 days
4 days
Remarks
#
31
32
33
34
35
36
MELC
Visualizes the ratio of 2 given numbers. (M5NS-IIh-122)
Day 34: Visualizes the ratio of 2 given numbers.
Identifies and writes equivalent ratios. (M5NS-IIi-124)
Day 35: Identifies and writes equivalent ratios.
Expresses ratios in their simplest forms. (M5NS-IIi-125)
Day 36: Expresses ratios in their simplest forms
Finds the missing term in a pair of equivalent ratios.
(M5NS-IIi-126)
Day 37: Finds the missing term in a pair of equivalent
ratios using models, listing method or tables.
Day 38: Finds the missing term in a pair of equivalent
ratios using cross products.
Defines and describes a proportion. (M5NS-IIj-127)
Day 39: Defines and describe a proportion.
Recognizes when two quantities are in direct
proportion. (M5NS-IIj-128)
Day 40: Recognizes when two quantities are in direct
proportion.
Number of days taught
1 day
Remarks
1 day
1 day
2 days
1 day
1 day
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
#
MELC
Number of days taught
Remarks
37 Visualizes percent and its relationship to fractions,
2 days
ratios, and decimal numbers using models. (M5NSIIIa-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.
1 day
(M5NS-IIIa-137)
Day 3: Defines percentage, rate or percent, and
base.
#
39
40
41
42
43
44
45
46
MELC
Identifies the base, percentage, and rate in a
problem. (M5NS-IIIa-138)
Day 4: Identifies the base, percentage, and rate in a
problem.
Finds the percentage in a given problem. (M5NS-IIIb139)
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.
Solves routine and non-routine problems involving
percentage using appropriate strategies and tools.
(M5NS-IIIb-140)
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.
Visualizes, names, describes and draws polygons with
5 or more sides. (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.
Describes and compares properties of polygons
(regular and irregular polygons). (M5GE-IIIc-20)
Day 12: Describes and compares properties of regular
polygons.
Day 13: Describes and compares properties of
irregular polygons.
Visualizes congruent polygons. (M5GE-IIId-22)
Day 14: Visualizes congruent polygons
Identifies the terms related to a circle. (M5GE-IIId-23.2)
Day 15: Identifies the terms related to a circle
Draws circles with different radii using a compass.
(M5GE-IIIe-24)
Day 16: Draws circles with different radii using a
compass.
Number of days taught
1 day
Remarks
3 days
2 days
2 days
2 days
1 day
1 day
1 day
After day 9, give culminating exercises for
both routine and non-routine real-life
problems involving percentage.
#
47
MELC
Number of days taught
Remarks
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,
4 days
Prior to day 19, it would help to watch
pyramid, cylinder, cone, and sphere using plane
videos on making models of different solid
figures. (M5GE-IIIe-26)
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
2 days
Prior to teaching this competency, give
sequence. e.g. 1, 3, 7,15, (15 x 2+1) Possible answers:
inputs and exercises first on:
(x2 + 1) (+2, +4, +8, +16) (M5AL-IIIf-6)
Determines the missing term/s in a
Day 23: Formulates the rule in a sequence.
sequence of numbers (e.g. odd numbers,
Day 24: Finds the next terms in a sequence.
factors of a number, etc.) (G4, Q3)
50 Uses different strategies (looking for a pattern, working
3 days
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) (M5AL-IIIf14)
Day 25: Uses “guessing and checking” to solve for the
unknown in simple equations involving one or more
operations on whole numbers or fractions.
Day 26: Uses “looking for a pattern” to solve for the
unknown in simple equations involving one or more
operations on whole numbers or fractions.
#
MELC
Number of days taught
Remarks
Day 27: Uses “working backwards” to solve for the
unknown in simple equations involving one or more
operations on whole numbers or fractions.
Content Standard: The learner demonstrates understanding of time and circumference.
Performance Standard: The learner is able to apply knowledge of time and circumference in mathematical problems and real-life
situations.
51 Measures time using a 12-hour and a 24-hour clock.
2 days
(M5ME-IIIg-14)
Day 28: Measures time using a 12-hour clock.
Day 29: Measures time using a 24-hour clock.
52 Calculates time in the different world time zones in
2 days
relation to the Philippines. (M5ME-IIIg-15)
Day 30: Orientation on the globe (longitude, prime
meridian, east and west) in relationship to the
Philippines.
Day 31: Calculates time in the different world time
zones in relation to the Philippines.
53 Solves problems involving time. (M5ME-IIIg-16)
2 days
Day 32: Solves routine problems involving time.
Day 33: Solves non-routine problems involving time.
54 Visualizes circumference of a circle. (M5ME-IIIh-67)
1 day
Day 34: Visualizes circumference of a circle.
55 Measures circumference of a circle using appropriate
1 day
tools. (M5ME-IIIh-68)
Day 35: Measures circumference of a circle using
appropriate tools.
56 Finds the circumference of a circle. (M5ME-IIIi-70)
2 days
Prior to day 36, it would help to watch
videos regarding the derivation of formula
Day 36: Finds the circumference of a circle given the
in finding the circumference of a circle.
radius.
Day 37: Finds the circumference of a circle given the
diameter.
57 Solves routine and non-routine problems involving
2
circumference of a circle. (M5ME-IIIj-71)
Day 38: Solves routine problems involving
circumference of a circle.
Day 39: Solves non-routine problems involving
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.
#
MELC
Number of days taught
Remarks
58 Finds the area of a given circle. (M5ME-IVa-74)
2 days
Prior to day 1, it would help to watch videos
about the derivation of formula for area of
Day 1: Finds the area of a given circle given the
a circle.
radius.
Day 2: Finds the area of a given circle given the
diameter.
59 Solves routine and non-routine problems involving the
2 days
area of a circle. (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
1 day
prism. (M5ME-IVc-77)
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
1 day
measuring the volume of 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
5 days
Prior to teaching this competency, give
and vice versa. (M5ME-IVd-80)
inputs and exercises first on:
Day 7: Converts cu. cm to cu. dm and vice versa.
Converts sq. cm to sq. m and vice versa.
Day 8: Converts cu. dm to cu. m and vice versa.
(G4, Q3)
Day 9: Converts cu. cm to cu. m and vice versa.
Day 10: Converts cu. dm to L and vice versa.
Day 11: Converts cu. cm to L and vice versa.
#
63
64
65
66
67
MELC
Finds the volume of a given cube and rectangular
prism using cu. cm and cu. m. (M5ME-IVd-81)
Day 12: Finds the volume of a given cube using cu.
cm and cu. m
Day 13: Finds the volume of a given rectangular prism
using cu. cm and cu. m
Estimates and uses appropriate units of measure for
volume. (M5ME-IVd-82)
Day 14: Estimates and uses appropriate units of
measure for volume.
Solves routine and non-routine problems involving
volume of a cube and rectangular prism in real-life
situations using appropriate strategies and tools.
Day 15: Solves routine problems involving volume of a
cube in real-life situations using appropriate strategies
and tools.
Day 16: Solves non-routine problems involving volume
of a cube in real-life situations using appropriate
strategies and tools.
Day 17: Solves routine problems involving volume of a
rectangular prism in real-life situations using
appropriate strategies and tools.
Day 18: Solves non-routine problems involving volume
of a rectangular prism in real-life situations using
appropriate strategies and tools.
Reads and measures temperature using thermometer
(alcohol and/or digital) in degree Celsius. (M5ME-IVf-85)
Day 19: Reads and measures temperature using
analog thermometer in degree Celsius.
Day 20: Reads and measures temperature using
digital thermometer in degree Celsius.
Solves routine and non-routine problems involving
temperature in real-life situations. (M5ME-IVf-87)
Day 21: Solves routine problems involving temperature
in real-life situations.
Day 22: Solves non-routine problems involving
temperature in real-life situations.
Number of days taught
2 days
1 day
4 days
2 days
2 days
Remarks
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.
#
MELC
Number of days taught
Remarks
68 Organizes data in tabular form and presents them in a
2 days
Prior to day 23, learners may be asked to
line graph. (M5SP-IVg-2.5)
gather data by conducting survey,
interview, existing records, articles.
Day 23: Organizes data in tabular form.
Websites, etc.
Day 24: Presents organized data in a line graph.
69 Interprets data presented in different kinds of line
2 days
graphs (single to double-line graph). (M5SP-IVh-3.5)
Day 25: Interprets data presented in a single-line
graph.
Day 26: Interprets data presented in a double-line
graph.
70 Solves routine and non-routine problems using data
2 days
presented in a line graph. (M5SP-IVh-4.5)
Day 27: Solves routine problems using data presented
in a line graph.
Day 28: Solves non-routine problems using data
presented in a line graph.
71 Draws inferences based on data presented in a line
3 days
graph. (M5SP-IVh-5.5)
Day 29: Analyzes data presented in a line graph.
Day 30: Interprets data presented in a line graph.
Day 31: Draws inferences based on data presented in
a line graph.
72 Describes experimental probability. (M5SP-IVi-14)
1 day
Day 32: Describes experimental probability.
73 Performs an experimental probability and records
4 days
Prior to teaching this competency, give
result by listing. (M5SP-IVi-15)
inputs and exercises first on:
Day 33: Performs an experimental probability on
Records favorable outcomes in a simple
spinning a wheel and records result by listing.
experiment (e.g., tossing a coin, spinning a
Day 34: Performs an experimental probability on
wheel, etc.) (G4, Q4)
tossing coins and records result by listing.
Day 35: Performs an experimental probability on rolling
dice and records result by listing.
Day 36: Performs an experimental probability on
drawing cards and records result by listing.
#
74
75
MELC
Analyzes data obtained from chance using
experiments involving letter cards (A to Z) and number
cards (0 to 20). (M5SP-IVi-16)
Day 37: Analyzes data obtained from chance using
experiments involving letter cards (A to Z).
Day 38: Analyzes data obtained from chance using
experiments involving number cards (0 to 20).
Solves routine and non-routine problems involving
experimental probability. (M5SP-IVj-17)
Day 39: Solves routine problems involving
experimental probability.
Day 40: Solves non-routine problems involving
experimental probability.
Number of days taught
2 days
2 days
Remarks
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
Number of days taught
Remarks
1
adds and subtracts simple fractions and mixed
4 days
numbers without or with regrouping. (M6NS-Ia-86)
Day 1: adds simple fractions and mixed numbers
without regrouping.
Day 2: subtracts simple fractions and mixed numbers
without regrouping.
Day 3: adds simple fractions and mixed numbers with
regrouping.
Day 4: subtracts simple fractions and mixed numbers
with regrouping.
2
solves routine and non-routine problems involving
2 days
addition and/or subtraction of fractions using
appropriate problem-solving strategies and tools.
(M6NS-Ia-87.3)
Day 5: solves routine problems involving addition
and/or subtraction of fractions using appropriate
problem-solving strategies and tools.
Day 6: solves non-routine problems involving addition
and/or subtraction of fractions using appropriate
problem-solving strategies and tools.
3
multiplies simple fractions and mixed fractions. (M6NS2 days
Prior to teaching this competency, give
Ib-90.2)
inputs and exercises first on:
Day 7: multiplies simple fractions.
multiplies a fraction and a whole number
Day 8: multiplies mixed fractions.
and another fraction. (G5, Q1)
#
4
5
MELC
solves routine or non-routine problems involving
multiplication without or with addition or subtraction of
fractions and mixed fractions using appropriate
problem-solving strategies and tools. (M6NS-Ib-92.2)
Day 9: solves routine problems involving multiplication
without addition or subtraction of fractions and mixed
fractions using appropriate problem-solving strategies
and tools.
Day 10: solves routine problems involving
multiplication with addition or subtraction of fractions
and mixed fractions using appropriate problemsolving strategies and tools.
Day 11: solves non-routine problems involving
multiplication without or with addition or subtraction of
fractions and mixed fractions using appropriate
problem-solving strategies and tools.
divides simple fractions and mixed fractions. (M6NSIc-96.2)
Number of days taught
3 days
2 days
Day 13: divides mixed fractions.
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-Ic-97.2)
Day 14: solves routine involving division without any of
the other operations of fractions using appropriate
problem-solving strategies and tools.
Day 15: solves routine problems involving division with
any of the other operations of mixed fractions using
appropriate problem-solving strategies and tools.
Day 16: solves non-routine problems involving division
without or with any of the other operations of mixed
fractions using appropriate problem-solving strategies
and tools.
Prior to teaching this competency, give
inputs and exercises first on:
solves routine or non-routine problems
involving multiplication without or with
addition or subtraction of fractions and
whole numbers using appropriate problemsolving strategies and tools. (G5, Q1)
Day 12: divides simple fractions.
6
Remarks
3 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
#
7
8
9
10
11
MELC
adds and subtracts decimals and mixed decimals
through ten thousandths without or with regrouping.
(M6NS-Id-106.2)
Day 17: adds and subtracts decimals and mixed
decimals through ten thousandths without regrouping.
Day 18: 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 19: 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 20: 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.
multiplies decimals and mixed decimals with factors
up to 2 decimal places. (M6NS-Ie-111.3)
Day 21: multiplies decimals with factors up to 2
decimal places.
Day 22: 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 23: multiplies mentally decimals up to 2 decimals
places by 0.1, 0.01.
Day 24: 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)
Number of days taught
2 days
Remarks
2 days
2 days
2 days
2 days
Prior to teaching this competency, give
inputs and exercises first on: multiplying
decimals by whole numbers. (G5,Q2)
#
12
13
14
MELC
Day 25: solves routine problems involving
multiplication of decimals and mixed decimals
including money using appropriate problem-solving
strategies.
Day 26: 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-If-113.3)
Day 27: 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 28: 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 29: divides whole numbers by decimals up to 2
decimal places
Day 30: divides decimals by whole numbers up to 2
decimal places
Day 31: divides decimals/mixed decimals up to 2
decimal places
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
Number of days taught
2 days
3 days
2 days
Remarks
#
15
16
17
MELC
Day 32: divides decimals up to 4 decimal places by
0.1, 0.01, and 0.001
Day 33: divides decimals up to 2 decimal places by
10, 100, and 1 000 mentally
differentiates terminating from repeating, nonterminating decimal quotients. (M6NS-Ii-119)
Day 34: differentiates terminating from repeating, nonterminating decimal quotients.
solves routine and non-routine problems involving
division of decimals, mixed decimals, and whole
numbers including money using appropriate problemsolving strategies and tools. (M6NS-Ii-120.2)
Day 35: solves routine problems involving division of
decimals and whole numbers including money using
appropriate problem-solving strategies and tools.
Day 36: solves routine problems involving division of
mixed decimals and whole numbers including money
using appropriate problem-solving strategies and
tools.
Day 37: solves non-routine problems involving division
of decimals, 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 problem-solving
strategies and tools. (M6NS-Ij-120.3
Day 38: solves multi-step 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 39: solves multi-step routine problems involving
division and any of the other operations of mixed
decimals and whole numbers including money using
appropriate problem-solving strategies and tools.
Number of days taught
1 day
3 days
3 days
Remarks
#
MELC
Day 40: solves multi-step 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.
Number of days taught
Remarks
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
Number of days taught
Remarks
18 expresses one value as a fraction of another given
1 day
Prior to teaching this competency, give
their ratio and 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
defines and illustrates the meaning of ratio and
proportion using concrete or pictorial models. (M6NSIIb-131)
Day 2: defines and illustrates the meaning of ratio
using concrete or pictorial models.
Day 3: defines and illustrates the meaning of
proportion using concrete or pictorial models.
finds a missing term in a proportion (direct, inverse,
and partitive). (M6NS-IIb-133)
Day 4: finds a missing term in a direct proportion.
Day 5: finds a missing term in an inverse proportion.
Day 6: finds a missing term in a partitive proportion.
2 days
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)
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)
3 days
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)
#
22
23
24
MELC
Day 7: solves problems involving direct proportion in
different contexts such as distance, rate, and time
using appropriate strategies and tools.
Day 8: solves problems involving partitive proportion in
different contexts such as distance, rate, and time
using appropriate strategies and tools.
Day 9: 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 10: finds the percentage in a given problem
Day 11: finds the rate or percent in a given problem
Day 12: 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 13: solves routine problems involving finding the
percentage, rate and base using appropriate
strategies and tools.
Day 14: solves non-routine problems involving finding
the percentage, rate and base using appropriate
strategies and tools.
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 15: solves percent problems such as percent of
increase (discounts, original price, rate of discount,
sale price, marked-up price).
Day 16: solves percent problems such as percent of
decrease (discounts, original price, rate of discount,
sale price, marked-up price).
Day 17: solves percent problems such as commission.,
Day 18: solves percent problems such as sales tax.
Day 19: solves percent problems such as simple
interest.
Number of days taught
3 days
Remarks
Prior to teaching this competency, give
inputs and exercises first on:
identifying the base, percentage, and rate
in a problem. (G5, Q3)
2 days
5 days
#
25
26
27
28
29
30
31
MELC
describes the exponent and the base in a number
expressed in exponential notation. (M6NS-IIf-146)
Day 20: 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 21: 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 22: 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 23: performs two or more different operations on
whole numbers without exponents and grouping
symbols.
Day 24: performs two or more different operations on
whole numbers with exponents.
Day 25: 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 26: describe the set of integers and identify reallife situations that make use of it.
compares integers with other numbers such as whole
numbers, fractions, and decimals. (M6NS-IIg-152)
Day 27: compares integers with whole numbers.
Day 28: compares integers with fractions.
Day 29: compares integers with decimals.
compares and arranges integers on the number line.
Day 30: compares integers on the number line
Day 31: arranges integers on the number line.
Number of days taught
1 day
Remarks
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)
3 days
1 day
3 days
2 days
#
32
33
34
MELC
describes and interprets the basic operations on
integers using materials such as algebra tiles,
counters, chips, and cards. (M6NS-IIh-155)
Day 32: describes and interprets the basic operations
on integers using materials such as counters, chips,
and cards.
Day 33: describes and interprets the basic operations
on integers using materials such as algebra tiles
performs the basic operations on integers. (M6NS-IIi156)
Day 34: performs addition of integers with like signs.
Day 35: performs addition of integers with unlike signs.
Day 36: performs subtraction of integers with like signs.
Day 37: performs subtraction of integers with unlike
signs.
Day 38: 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 39: solves routine problems involving basic
operations of integers using appropriate strategies
and tools.
Day 40: solves non-routine problems involving basic
operations of integers using appropriate strategies
and tools.
Number of days taught
2 days
5 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.
#
MELC
Number of days taught
Remarks
35 visualizes and describes the different solid figures:
2 days
cube, prism, 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. (M6GE1 Day
Prior to teaching this competency, give
IIIa-28)
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)
2 days
Day 4: identifies the faces of a solid figure such as
cube, prism, and pyramid
Day 5: identifies the faces of a solid figure such as
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
3 days
Prior to teaching this competency, give
different strategies (looking for a pattern, guessing and
inputs and exercises first on:
checking, working backwards) e.g. 4,7,13, 16, …, n
• formulates the rule in finding the next
(the nth term is 3n+1) (M6AL-IIId-7)
term in a sequence. e.g., 1, 3, 7,15, (15 x
2+1) Possible answers: (x 2 + 1) (+2, +4,
Day 6: formulates the rule in finding the nth term using
+8, +16) (G5 Q3)
“looking for a pattern” strategy
Day 7: formulates the rule in finding the nth term using
Write a rule to describe each sequence.
“guessing and checking” strategy
#
39
40
41
42
43
MELC
Day 8: formulates the rule in finding the nth term using
“working backwards” strategy
differentiates expression from equation. (M6AL-IIId-15)
Day 9: 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 10: gives the translation of real-life verbal
expressions into letters or symbols and vice versa
Day 11: gives the translation of real-life verbal
equations into letters or symbols and vice versa
Number of days taught
defines a variable in an algebraic expression and
equation. (M6AL-IIIe-17)
Day 12: defines a variable in an algebraic expression
and equation
represents quantities in real-life situations using
algebraic expressions and equations. (M6AL-IIIe-18)
Day 13: represents quantities in real-life situations using
algebraic expressions
Day 14: represents quantities in real-life situations using
equations
1 day
solves routine and non-routine problems involving
different types of numerical expressions and equations
such as 7+ 9 =___ + 6. (M6AL-IIIf-19)
Day 15: solves routine number-relation problems
involving different types of numerical expressions and
equations
Day 16: solves routine age problems involving different
types of numerical expressions and equations
Day 17: solves routine geometry problems involving
different types of numerical expressions and equations
Remarks
1 day
2 days
After Day 11, give culminating exercise
involving the translation of both real lifeverbal expressions and equations into
letters or symbols
2 days
5 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 18: solves other routine problems such as coins,
mixture, work, etc. involving different types of
numerical expressions and equations
Day 19: solves non-routine problems 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)
3 days
Day 20: calculates speed
Day 21: calculates distance
Day 22: calculates time
45 solves problems involving average rate and speed.
2 days
(M6ME-IIIg-18)
Day 23: solves problems involving speed
Day 24: solves problems involving average rate
46 finds the area of composite figures formed by any two
3 days
or more of the following: triangle, square, rectangle,
circle, and semi-circle. (M6ME-IIIh-89)
Day 25: finds the area of composite figures formed by
any two of the following: triangle, square, rectangle,
circle, and semi-circle.
Day 26: finds the area of composite figures formed by
any three of the following: triangle, square, rectangle,
circle, and semi-circle.
Day 27: finds the area of composite figures formed by
any four or more of the following: triangle, square,
rectangle, circle, and semi-circle.
47 solves routine and non-routine problems involving
3 days
area of composite figures formed by any two or more
of the following: triangle, square, rectangle, circle,
and semi-circle. (M6ME-IIIh-90)
Day 28: solves routine problems involving area of
composite figures formed by any two of the following:
triangle, square, rectangle, circle, and semi-circle.
#
48
49
50
MELC
Day 29: solves routine problems involving area of
composite figures formed by any three of the
following: triangle, square, rectangle, circle, and semicircle.
Day 30: solves non-routine problems involving area of
composite figures formed by any two or more of the
following: triangle, square, rectangle, circle, and semicircle.
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 31: visualizes and describes surface area and
names the unit of measure used for measuring the
surface area of cubes, prisms, and pyramids
Day 32: visualizes and describes surface area and
names the unit of measure used for measuring the
surface area of cylinders, cones, and spheres
finds the surface area of cubes, prisms, pyramids,
cylinders, cones, and spheres. (M6ME-IIIi-93)
Day 33: finds the surface area of cubes and prisms
Day 34: finds the surface area of pyramids
Day 35: finds the surface area of cylinders and cones
Day 36: finds the surface area of spheres
solves word problems involving measurement of
surface area. (M6ME-IIIj-94)
Day 37: solves word problems involving measurement
of surface area of cube and prism
Day 38: solves word problems involving measurement
of surface area of pyramids
Day 39: solves word problems involving measurement
of surface area of cylinders and cones
Day 40: solves word problems involving measurement
of surface area of spheres
Number of days taught
2 days
Remarks
Prior to teaching this competency, give
inputs and exercises first on:
visualizing solid figures. (G5,Q3)
4 days
4 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
3 days
rectangular prism and a pyramid; a 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.
5 days
(M6ME-IVb-97)
Day 4: finds the volume of prisms
Day 5: finds the volume of pyramids
Day 6: finds the volume of cylinders
Day 7: finds the volume of cones
Day 8: finds the volume of spheres
53 solves routine and non-routine problems involving volumes
3 days
of solids. (M6ME-IVc-98)
Day 9: solves routine problems involving volumes of cube,
prisms and pyramids
Day 10: solves routine problems involving volumes of
cylinders, cones and spheres
Day 11: solves non-routine problems involving volumes of
solids.
54 reads and interprets electric and water meter readings.
2 days
(M6ME-IVd-100)
Day 12: reads and interprets electric meter readings
Day 13: reads and interprets water meter readings
55 solves routine and non-routine problems involving electric
3 days
and water consumption. (M6ME-IVd-101)
Day 14: solves routine problems involving electric
consumption
#
MELC
Number of days taught
Remarks
Day 15: solves routine problems involving water consumption
Day 16: solves non-routine problems involving electric and
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
4 days
interpret it.
Day 17: identifies data that can be represented in a pie
graph
Day 18: finds the angle measure for each section in a pie
graph based on a given set of data
Day 19: constructs a pie graph based on a given set of data
Day 20: interprets data presented in a pie graph
57 solves routine and non-routine problems using data
2 days
presented in a pie graph. (M6SP-IVf-4.6)
Day 21: solves routine problems using data presented in a
pie graph
Day 22: solves non-routine problems using data presented in
a pie graph
58 describes the meaning of probability such as 50% chance of
2 days
Prior to teaching this competency,
rain and one in a million chance of winning. (M6SP-IVg-19)
give inputs and exercises first on:
Day 23: gives the meaning of probability and give examples
describes experimental probability
in real-life situations
(G5, Q4)
Day 24: describes the meaning of probability such as 50%
chance of rain and one in a million chance of winning
59 performs experiments and records outcomes. (M6SP-IVh-21)
4 days
Prior to teaching this competency,
give inputs and exercises first on:
Day 25: performs experiment on tossing coins and records
outcomes
performs an experimental probability
Day 26: performs experiment on rolling dice and records
and records result by listing. (G5, Q4)
outcomes
Day 27: performs experiment on drawing cards and records
outcomes
Day 28: performs experiments using spinning wheel and
records outcomes
#
60
61
62
MELC
makes listings and diagrams of outcomes and tells the
number of favorable outcomes and chances using these
listings and diagrams. (M6SP-IVi-22)
Day 29: makes listing and diagrams of outcomes and tells the
number of favorable outcomes and chances using these
listings and diagrams in tossing coins
Day 30: makes listing and diagrams of outcomes and tells the
number of favorable outcomes and chances using these
listings and diagrams in rolling dice
Day 31: makes listing and diagrams of outcomes and tells the
number of favorable outcomes and chances using these
listings and diagrams in drawing cards
Day 32: makes listing and diagrams of outcomes and tells the
number of favorable outcomes and chances using these
listings and diagrams in spinning wheel
makes simple predictions of events based on the results of
experiments. (M6SP-IVi-23)
Day 33: makes simple prediction of events based on the
result of experiments on tossing coins
Day 34: makes simple prediction of events based on the
result of experiments on rolling dice
Day 35: makes simple prediction of events based on the
result of experiments on drawing cards
Day 36: makes simple prediction of events based on the
result of experiments on spinning wheel
solves routine and non-routine problems involving
experimental and theoretical probability.
Day 37: solves routine problems involving experimental
probability.
Day 38: solves routine problems involving theoretical
probability.
Day 39: solves non-routine problems involving experimental
probability
Day 40: solves non-routine problems involving theoretical
probability
Number of days taught
4 days
4 days
Remarks
Prior to teaching this competency,
specifically Day 35, 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)
4 days
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
1
Illustrates well-defined sets, subsets, universal sets, null
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
Solves problems involving sets with the use of Venn
4 days
Diagram.
Day 6: Defines and illustrates Venn Diagram
Day 7: Illustrates the operations of sets using a Venn
Diagram
Day 8: Determines the elements of a set using a Venn
After Day 9, learners should be able to
Diagram
create problems involving operations of
Day 9: 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 10: Represents the absolute value of a number on
identifying real-life situations that make use
a number line and identify the absolute value of
of it. (G6, Q2)
any number
#
4
MELC
Performs fundamental operations on integers. (M7NSIc-d-1)
Number of days taught
4 days
Describing and interpreting the basic
operations on integers using materials such
as algebra tiles, counters, chips, and cards.
Day 11: Performs multiplication on integers
Day 12: Performs division on integers
Performing the basic operations on integers
Day 13: Performs addition on integers
Solving routine and non-routine problems
involving basic operations of integers using
appropriate strategies and tools. (G6, Q2)
Day 14: Performs subtraction on integers
5
6
Illustrates the different properties of operations on the
set of integers. (M7NS-Id-2)
Day 15: States and illustrates the different properties of
operations on the set of integers
Day 16: 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 17: Expresses rational numbers in fraction form
which have powers of 10 as denominators to decimal
form
Day 18: Expresses rational numbers in fraction form
which do not have powers of 10 as denominators to
decimal form
Day 19: Expresses rational numbers in decimal form to
fraction form
● Terminating decimals
● Non – terminating and repeating decimals
Day 20: Expresses rational numbers in decimal form to
fraction form
● Repeating decimals (with non-repeating digits)
Remarks
Prior to teaching this competency, give
inputs and exercises first on:
2 days
4 days
#
7
MELC
Performs operations on rational numbers (M7NS-If-1)
Number of days taught
5 days
Addition and subtraction of decimals and
mixed decimals through ten thousandths
without or with regrouping (G6, Q1)
Day 20: Performs multiplication and division on rational
numbers
Multiplying decimals and mixed decimals
with factors up to 2 decimal places.
Day 21: Performs addition and subtraction of rational
numbers with like denominators
Multiplying mentally decimals up to 2
decimal places by 0.1, 0.01, 10, and 100.
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 22: Performs addition and subtraction of rational
numbers with unlike denominators
Day 23: Uses the appropriate method to simplify multi
– operational equations involving rational
numbers
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 24: Applies operations involving rational numbers
in real – life problems
8
9
Describes principal roots and tells whether they are
rational or irrational. (M7NS-Ig-1)
Day 25: Finds the principal nth root of a number
Day 26: Determines whether the principal root is a
rational or an irrational number
Determines between what two integers the square root
of a number is. (M7NS-Ig-2)
Day 27: Determines perfect square numbers
Remarks
Prior to teaching this competency, give
inputs and exercises first on:
2 days
2 days
#
10
11
12
13
14
15
MELC
Day 28: 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 29: Estimates the square root of a whole number
to the nearest hundredth using the Divide and
Average Method
Day 30: Estimates the square root of a whole number
to the nearest hundredth using a formula
Plots irrational numbers (up to square roots) on a
number line. (M7NS-Ig-4)
Day 31: Plot irrational numbers on a number line
Illustrates the different subsets of real numbers. (M7NSIh-1)
Day 32: Defines and illustrate real numbers and its
subsets
Day 33: Identifies to which subset a given real number
belongs
Arranges real numbers in increasing or decreasing
order and on a number line.
Day 34: Compares and arranges real numbers in
increasing order and on a number line
Day 35: Compares and arranges real numbers in
decreasing order and on a number line
Number of days taught
Writes numbers in scientific notation and vice versa.
(M7NS-Ii-1)
Day 36: Determines significant digits of a number
Day 37: Writes numbers in scientific notation
Day 38: Writes scientific notation in numbers
Represents real-life situations and solves problems
involving real numbers.
Day 39: Solve routine problems involving real numbers
Day 40: Solve non–routine real–life problems involving
real numbers
3 days
Remarks
2 days
1 day
2 days
2 days
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)
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, markedup 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
MELC
Number of
days taught
2 days
Remarks
Solves problems involving conversion of units of
measurement. (M7ME-IIb-2)
Day 5: Solves problems involving Metric unit of
measurements.
Day 6: Solves problems involving English unit 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, specifically Day 9,
English sentences to mathematics sentences, and vice
give inputs and 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
20 Illustrates and differentiates related terms in algebra:
2 days
Prior to teaching this competency, specifically Day
a. an where n is a positive integer
10, give inputs and exercises first on:
b. constants and variables
c. literal coefficients and numerical coefficients
Defining a variable in an algebraic expression and
d. algebraic expressions, terms, and polynomials
equation. (G6,Q3)
e. number of terms, degree of the term and degree of
the polynomial
Describing the exponent and the base in a number
expressed in exponential notation. (G6,Q2)
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
2 days
Prior to teaching this competency, specifically Day
variables. (M7AL-IIc-4)
11, give inputs and exercises first on:
Interpreting and explaining the GEMDAS rule. (G6,
Day 11: Performs operations on real numbers
Q2)
e.g., PEMDAS and exponential notation
#
MELC
Number of
days taught
Day 12: Evaluates algebraic expressions for given values
of the variables.
22
23
24
25
Adds and subtracts polynomials. (M7AL-IId-2)
Day 13: Adds polynomials using algebra tiles
Day 14: Adds polynomials by using horizontal and
vertical method
Day 15: Subtracts polynomials using algebra tiles
Day 16: Subtracts polynomials by using horizontal and
vertical method
Derives the laws of exponent. (M7AL-IId-e-1)
Day 17: Derives the laws of exponents for product and
apply in simplifying algebraic expressions
Day 18: Derives the laws of exponents for quotient and
apply in simplifying algebraic expressions
Multiplies and divides polynomials. (M7AL-IIe-2)
Day 19: Multiplies monomials by polynomials
Day 20: Multiplies polynomials by another polynomials
Day 21: Divides polynomials by monomials
Day 22: Divides polynomials by another polynomials
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 23: Uses models and algebraic methods to find the
product of two binomials;
Day 24: Uses models and algebraic methods to find the
product of the sum and difference of two terms;
Day 25: Uses models and algebraic methods to find the
square of a binomial;
Day 26: Uses models and algebraic methods to find the
cube of a binomial
Day 27: Uses models and algebraic methods to find the
product of a binomial and a trinomial.
4 days
Remarks
Prior to teaching this competency, specifically Day
12, give inputs and exercises first on:
Perform the basic operations on integers. (G6, Q2)
Prior to teaching this competency, specifically Day
13, 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)
2 days
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)
4 days
5
#
MELC
26
Solves problems involving algebraic expressions. (M7ALIIg-2)
Day 28: Solves routine problems involving algebraic
expressions
Day 29: Solves non-routine problems involving algebraic
expressions.
Differentiates algebraic expressions, equations and
inequalities.
Day 30: Defines and differentiates algebraic expressions,
equation, and inequalities.
27
28
29
30
31
Illustrates linear equation and inequality in one variable.
(M7AL-IIh-4)
Day 31: Illustrates linear equations and inequalities in
one variable
Finds the solution of linear equation or inequality in one
variable. (M7AL-IIi-1)
Day 32: Finds the solution of a linear equation in one
variable
Day 33: Finds the solution set of a linear inequality in one
variable
Solves linear equation or inequality in one variable
involving absolute value by: (a) graphing; and (b)
algebraic methods. (M7AL-IIi-j-1)
Day 34: Solves linear equation in one variable involving
absolute value by graphing and algebraic methods
Day 35: Solves linear inequality in one variable involving
absolute value by graphing and algebraic methods
Solves problems involving equations and inequalities in
one variable. (M7AL-IIj-2)
Day 36: Solves number, age and geometric problems
involving equations in one variable
Day 37: Solves work and motion problems involving
equations in one variable
Day 38: Solves investment and money problems
involving equations in one variable
Number of
days taught
2 days
Remarks
Prior to teaching this competency, specifically Day
30, 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
2 days
5 days
Prior to teaching this competency, specifically Day
33, give inputs and exercises first on:
Differentiating expression from equation. (G6,Q3)
Include in the discussion the properties of equality
and inequality.
#
MELC
Number of
days taught
Remarks
Day 39: Solves mixture problems involving equations in
one variable
Day 40: Solve problems involving inequalities in one
variable.
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
32 Represents point, line and plane using concrete and pictorial models. (M7GE-IIIa-1)
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)
2 days
Day 3: Illustrates and provides real – life models of line segments
Day 4: Illustrates and provides real – life models of rays
34 classifies the different kinds of angles. (M7GE-IIIa-3)
1 day
Day 5: Classifies the different kinds of angles
35
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 6: Derives relationships of geometric figures using measurements and by inductive
reasoning: supplementary angles and complementary angles
Day 7: Derives relationships of geometric figures using measurements and by inductive
reasoning: congruent angles, vertical angles, adjacent angles, and linear pairs
Day 8: Derives relationships of geometric figures using measurements and by inductive
reasoning: perpendicular lines and parallel lines
Day 9: Solves problems involving concepts of supplementary angles, complementary
angles, congruent angles, vertical angles, adjacent angles, linear pairs,
perpendicular lines, and parallel lines
4 days
#
36
37
38
39
40
MELC
Derives relationships among angles formed by parallel lines cut by a transversal using
measurement and by inductive reasoning. (M7GE-IIIc-1)
Day 10: Defines and illustrates the following: transversal lines, interior and exterior angles,
corresponding angles, and alternate interior and exterior angles
Day 11: Derives the relationships among angles formed by parallel lines cut by a
transversal using measurement
Day 12: Derives the relationships among angles formed by parallel lines cut by inductive
reasoning
Day 13: Finds the measure of missing angles formed by parallel lines cut by a transversal
Day 14: 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 15: Uses a compass and a straightedge to bisect line segments
Day 16: Uses a compass and a straightedge to bisect angles
Day 17: Uses a compass and a straightedge to construct parallel lines
Day 18: Uses a compass and a straightedge to construct 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 20: Illustrates convexity of polygons
Day 21: Illustrates angles of polygons
Day 22: Illustrates sides of polygons
Derives inductively the relationship of exterior and interior angles of a convex polygon.
(M7GE-IIIf-1)
Day 23: Derives inductively the relationship of the sum of interior angles of a convex
polygon
Day 24: Derives inductively the relationship of exterior angles of a convex polygon
Day 25: Solve problems involving exterior and interior angles of a convex polygon
Illustrates a circle and the terms related to it: radius, diameter chord, center, arc, chord,
central angle, and inscribed angle. (M7GE-IIIg-1)
Day 26: Illustrates a circle and the terms related to it: radius, diameter chord, center, and
chord
Day 27: Illustrates a circle and the terms related to it: arc, central angle, and inscribed
angle
Day 28: Illustrates theorem on relationship of chords and radius in a circle and solve
problems involving it
Day 29: Differentiates and finds measures of arcs and angles in a circle and derive their
relationships
Number of days taught
5 days
4 days
3 days
3 days
4 days
Remarks
#
41
42
MELC
Constructs triangles, squares, rectangles, regular pentagons, and regular hexagons.
(M7GE-IIIh-i-1)
Day 30: Construct a triangle using a compass and a straightedge given measurements of
some sides
Day 31: Construct a square and a rectangle using a compass and a straightedge given
measurements of some sides
Day 32: Construct a regular pentagon using a compass and a straightedge given
measurements of some sides
Day 33: 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 34: Solves routine problems involving sides of a polygon
Day 35: Solves routine problems involving angles of a polygon
Day 36: Solves non–routine problems involving sides and angles of a polygon
Day 37: Solves non–routine problems involving angles of a polygon
Day 38: Solves real–life problems involving sides and angles of a polygon
Number of days taught
4 days
Remarks
5 days
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
Number of days taught
Remarks
43 Poses real-life problems that can be solved by
2 days
Statistics. (M7SP-IVa-2)
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)
4 days
Day 3: Formulates simple questionnaires
Day 4: Formulates simple survey
Day 5: Formulates simple checklist
Day 6: Formulates simple rating scale
#
45
46
47
48
49
MELC
Gathers statistical data. (M7SP-IVb-1)
Day 7: Discusses types of data such as nominal,
ordinal, interval and ratio
Day 8: Gathers statistical data such as use of primary
or secondary resources
Day 9: Gathers statistical data using
questionnaires/survey involving nominal data
Day 10: Gathers statistical data using
questionnaires/survey involving ordinal data
Day 11: Gathers statistical data using
questionnaires/survey involving interval and ratio data
Organizes data in a frequency distribution table.
(M7SP-IVc-1)
Day 12: Organizes data in a frequency distribution
table for ungrouped data.
Day 13: Organizes data in a frequency distribution
table for grouped data.
Uses appropriate graphs to represent organized data:
pie chart, bar graph, line graph, histogram, and ogive.
(M7SP-IVd-e-1)
Day 14: Uses pie chart to represent organized data
Day 15: Uses line graph to represent organized data
Day 16: Uses bar graph to represent organized data
Day 17: Uses histogram to represent organized data
Day 18: Uses to ogive to represent organized data
Illustrates the measures of central tendency (mean,
median, and mode) of a statistical data. (M7SP-IVf-1)
Day 19 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 20: Calculates the measures of central tendency
of ungrouped data
Day 21: Calculates the measures of central tendency
(mean)of grouped data
Day 22: Calculates the measures of central tendency
(median) of grouped data
Number of days taught
5 days
Remarks
2 days
5 days
Prior to teaching this competency, give
inputs and exercises first on:
Finding the percentage or rate or percent
in a given problem. (G6, Q2)
Constructing a pie graph based on a given
set of data and interpret it. (G6, Q2)
1 day
5 days
#
50
51
52
MELC
Day 23: Calculates the measures of central tendency
(mode) of grouped data
Day 24: 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 25: 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 26: Calculates the range of ungrouped data
Day 27: Calculates the average/mean deviation of
ungrouped data
Day 28: Calculates the variance of ungrouped data
Day 29: Calculates the standard deviation of
ungrouped data
Day 30: Calculates the range of grouped data
Day 31: Calculates the average/mean deviation of
grouped data
Day 32: Calculates the variance of grouped data
Day 33: Calculates the standard deviation of grouped
data
Uses appropriate statistical measures in analyzing and
interpreting statistical data. (M7SP-IVj-1)
Day 34: Uses mean in analyzing and interpreting
statistical data
Day 35: Uses median in analyzing and interpreting
statistical data
Day 36: Uses mode in analyzing and interpreting
statistical data
Day 37: Uses variance in analyzing and interpreting
statistical data
Day 38: Uses standard deviation in analyzing and
interpreting statistical data
Number of days taught
1 day
8 days
5 days
Remarks
#
53
MELC
Draws conclusions from graphic and tabular data and
measures of central tendency and variability. (M7SPIVj-2)
Day 39: Draws conclusions from graphic and tabular
data and measures of central tendency
Day 40: Draws conclusions from graphic and tabular
data and measures of variability.
Number of days taught
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
Number of days taught
Remarks
1
factors completely different types of polynomials
6 days
Prior to teaching this competency, give
(polynomials with common monomial factor,
inputs and exercises first on:
difference of two squares, sum, and difference of two
a. illustrates the different properties of
cubes, perfect square trinomials, and general
operations on the set of integers.
trinomials). (M8AL-Ia-b-1)
b. uses models and algebraic methods
to find the: (a) product of two
Day 1: Factors polynomials whose terms have common
binomial (b) product of the sum and
monomial factors
difference of two terms; (c) square of
a binomial; (d) cube of a binomial;(e)
Day 2: Factors binomials that are difference of two
product of a binomial and a
squares
trinomial.
Day 3: Factors binomials which are sums and
differences of two cubes
A. Identify the properties illustrated in
the following operation on integers.
Day 4: Factors perfect square trinomials
(G7, Q1)
B. Determine the product of the
Day 5: Factors general trinomials where a = 1
following polynomials (G7, Q2)
Day 6: Factors general trinomials where a >1
2
solves problems involving factors of polynomials.
(M8AL-Ib-2)
1 day
Day 7: Solves problems involving factors of polynomials
3
illustrates rational algebraic expressions. (M8AL-Ic-1)
Day 8: Defines and illustrates rational algebraic
expressions
1 day
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)
#
4
5
MELC
simplifies rational algebraic expressions. (M8AL-Ic-2)
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)
Number of days taught
3 days
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)
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
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
Remarks
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
2 days
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)
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)
#
7
8
MELC
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)
Number of days taught
1 day
Remarks
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)
Day 18: Defines and illustrates linear equations in two
variables
9
10
11
12
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
Day 23: Writes the linear equations y = mx + b in the
form ax + by = c
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 24: Graphs a linear equation given any two points
Day 25: Graphs a linear equation given the x- and y intercepts
Day 26: 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 27: Describes the graph of a linear equation in the
form x = a or y = b in terms of its intercepts and slope
3 days
2 days
3 days
3 days
#
13
14
MELC
Day 28: Describes the graph of a linear equation in the
form y = mx + b where m > 0 in terms of its intercepts
and slope
Day 29: Describes the graph of a linear equation in the
form y = mx + b where 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 30: Finds the equation of a line given two points
Day 31: Finds the equation of a line given the slope and
a point
Day 32: Finds the equation of a line given the slope and
its intercepts
Number of days taught
solves problems involving linear equations in two
variables. (M8AL-Ig-2)
1 day
3 days
Day 33: Solves problems involving linear equations in
two variables
15
16
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 34: Defines, illustrates, and graphs inconsistent
system of linear equations in two variables
Day 35: Defines, illustrates, and graphs dependent
system of linear equations in two variables
Day 36: Defines, illustrates, and graphs independent
system of linear equations in two variables
Remarks
3 days
Include in the discussion finding the
equation of a line given the x - and y intercepts
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.
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)
#
17
18
MELC
categorizes when a given system of linear equations in
two variables has graphs that are parallel, intersecting,
and coinciding. (M8AL-Ih-3)
Day 37: 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 38: Solves problems involving systems of linear
equations in two variables by graphing
Day 39: Solves problems involving systems of linear
equations in two variables by substitution
Day 40: Solves problems involving systems of linear
equations in two variables by elimination
Number of days taught
1 day
Remarks
3 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
Number of days taught
Remarks
19 differentiates linear inequalities in two variables from
1 day
Prior to teaching this competency, give
linear equations in two variables. (M8AL-IIa-2)
inputs and exercises first on:
Illustrates linear equations and inequality in
one variable.
Day 1: Differentiates linear inequalities in two variables
Classify the following expressions as linear
from linear equations in two variables
equation or linear inequality in one variable
(G7, Q2)
20 Illustrates and graphs linear inequalities in two
2 days
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
21 solves problems involving linear inequalities in two
2 days
Prior to teaching this competency, give
variables. (M8AL-IIa-4)
inputs and exercises first on:
a. Finds the solution of linear equation
or inequality in one variable.
Day 4: Translates verbal statements to linear inequalities
b. Solves problems involving equations
in two variables
and inequalities in one variable.
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
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
3 days
#
23
24
25
26
27
28
MELC
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
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
determines dependent and independent variables.
(M8AL-IIc-3)
Day 12: Defines, illustrates, and identifies dependent
and independent variables from a given situation or
function notation
finds the domain and range of a function. (M8AL-IId-1)
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
Day 16: Determines the domain and range of a
function given its rule/ set notation
graphs and illustrates a linear function and its (a)
domain; (b) range; (c) table of values; (d) intercepts;
and (e) slope.
Day 17: Graphs and illustrates a linear function given its
domain and range
Day 18: Graphs and illustrates a linear function given its
table of values
Day 19: Graphs and illustrates a linear function given its
intercepts
Day 20: Graphs and illustrates a linear function given its
slope
solves problems involving linear functions. (M8AL-IIe-2)
Day 21: Solves problems involving linear functions
Number of days taught
1 day
2 days
1 day
4 days
4 days
1 day
Remarks
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.
#
MELC
Number of days taught
Remarks
29 determines the relationship between the hypothesis
1 day
and the conclusion of an if-then statement. (M8GE-IIf1)
Day 22: Determines the hypothesis and conclusion of
an if – then statement
30 transforms a statement into an equivalent if-then
1 day
statement. (M8GE-IIf-2)
Day 23: Transforms a statement into an equivalent ifthen statement
31 determines the inverse, converse, and contrapositive
3 days
of an if-then statement. (M8GE-IIg-1)
Day 24: Determines the inverse of an if – then statement
Day 25: Determines the converse of an if – then
statement
Day 26: Determines the contrapositive of an if – then
statement
32 illustrates the equivalences of: (a) the statement and its
2 days
contrapositive; and (b) the converse and inverse of a
statement. (M8GE-IIg-2)
Day 29: Illustrates the equivalences of a statement and
its contrapositive
Day 30: Illustrates the equivalences of the converse
After Day 30, give culminating exercises
and inverse of a statement
covering equivalent statements.
33 uses inductive or deductive reasoning in an argument.
2 days
(M8GE-IIh-1)
Day 31: Uses inductive reasoning in an argument
Day 32: Uses deductive reasoning in an argument
34 writes a proof (both direct and indirect). (M8GE-IIi-j-1)
6 days
Day 33: Defines and illustrates important postulates and
properties in writing proofs
Day 34: Defines and illustrates important theorems in
writing proofs
Day 35: Constructs a flowchart in writing direct proofs
Day 36: Writes a direct proof (paragraph form)
#
MELC
Day 37: Constructs a two – column proof
Day 38: Writes an indirect proof
Number of days taught
Remarks
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
5 days
mathematical system in general, and in 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
Day 5: Illustrates the need for an axiomatic structure of
a mathematical system in general, and in Geometry
in particular: (b) undefined terms
Day 6: Illustrates the need for an axiomatic structure of
a mathematical system in general, and in Geometry
in particular: (c) postulates
Day 7: Illustrates the need for an axiomatic structure of
a mathematical system in general, and in Geometry
in particular: (d) theorems
37 illustrates triangle congruence. (M8GE-IIId-1)
2 days
Day 8: Establishes the properties of congruence and
identifies the corresponding parts of congruent figures
Day 9: Illustrates triangle congruence
#
38
39
40
MELC
illustrates the SAS, ASA and SSS congruence
postulates. (M8GE-IIId-e-1)
Day 10: Illustrates the SAS congruence postulates
Day 11: Illustrates the ASA congruence postulates
Day 12: Illustrates the SSS congruence postulates
Day 13: Illustrates the SAA congruence theorem
solves corresponding parts of congruent triangles
(M8GE-IIIf-1)
Day 14: Illustrates CPCTC
Day 15: Identifies congruent parts when triangles are
reflected, translated or rotated
Day 16: Applies CPCTC in identifying the congruent
parts of two congruent triangles
Day 17: Solves corresponding parts of congruent
triangles
Day 18: Solves problems involving corresponding parts
of congruent triangles
proves two triangles are congruent. (M8GE-IIIg-1)
Day 19: Proves triangle congruence using SAS
Postulate
Day 20: Proves triangle congruence using ASA
Postulate
Day 21: Proves triangle congruence using SSS
Postulate
Day 22: Proves triangle congruence using SAA
Theorem
Day 23: Uses the conditions of triangle congruence in
an isosceles triangle
Day 24: Proves theorems on isosceles triangle
Day 25: Proves theorems on right triangle: (a) Leg-Leg
Congruence
Day 26: Proves theorems on right triangle: (b)
Hypotenuse-Leg Congruence
Day 27: Proves theorems on right triangle: (c) LegAngle Congruence
Day 28: Proves theorems on right triangle: (d)
Hypotenuse-Angle Congruence
Number of days taught
4 days
Remarks
5 days
Provide exercises involving problems on
lengths and angles using algebraic
methods.
10 days
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)
#
41
42
MELC
proves statements on triangle congruence. (M8GEIIIh-1)
Day 29: Proves statements on triangle congruence
involving all postulates and theorems on triangles.
applies triangle congruence to construct
perpendicular lines and angle bisectors. (M8GE-IIIi-j1)
Day 30: Illustrates (a) bisector, (b) midpoint, (c)
perpendicular lines, and (d) angle bisector
Day 31: Constructs (a) perpendicular bisector
Day 32: Constructs (b) angle bisector
Day 33: Applies triangle congruence to construct
perpendicular lines and angle bisectors
Day 34: Solves problems involving perpendicular
bisector and angle bisector algebraically with one
unknown
Day 35: Solves problems involving perpendicular
bisector and angle bisector algebraically with two
unknowns
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
43 illustrates theorems on triangle inequalities (Exterior
4 days
Prior to teaching this competency,
Angle Inequality Theorem, Triangle Inequality
specifically Day 3, give inputs and exercises
Theorem, Hinge Theorem). (M8GE-IVa-1)
first on:
• derives inductively the relationship of
Day 1: Defines and illustrates Triangle Inequality
exterior and interior angles of a convex
theorem in one Triangle: (a) Side-Angle Inequality
polygon
Theorem; and (b) Angle-Side Inequality Theorem
• Give examples on the relationship of
Day 2: Define and illustrate Triangle Inequality theorem
exterior and interior angles of a triangle.
(G7, Q3)
#
44
45
46
MELC
Day 3: Defines and illustrates Exterior Angle Inequality
Theorem
Day 4: Defines and illustrates Hinge Theorem and its
converse
applies theorems on triangle inequalities. (M8GE-IVb-1
Day 5: 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 6: Applies Triangle Inequality Theorem in One
Triangle to: (c) find the range of the missing side of a
triangle.
Day 7: Applies Exterior Angle Inequality Theorem to
solve algebraically the measures of the angles of a
triangle with one unknown
Day 8: Applies Exterior Angle Inequality Theorem to
solve algebraically the measures of the angles of a
triangle with two or more unknowns
Day 9: 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 10: 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 11: Proves inequalities in a triangle using twocolumn proof
proves properties of parallel lines cut by a transversal.
(M8GE-IVd-1)
Day 12: Illustrates properties of parallel lines cut by a
transversal
Day 13: Proves properties of parallel lines cut by a
transversal
Day 14: Solves problems involving parallel lines cut by
a transversal
Number of days taught
Remarks
6 days
Include problems that will require the use of
algebra.
1 day
3 days
Prior to teaching this competency,
specifically Day 15, 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)
#
47
MELC
Number of days taught
Remarks
determines the conditions under which lines and
3 days
segments are parallel or perpendicular. (M8GE-IVe-1)
Day 15: Determines the conditions under which lines
and segments are parallel or perpendicular.
Day 16: Identifies parallel and perpendicular lines in a
transversal
Day 17: 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
1 day
event. (M8GE-IVf-1)
Day 18: Illustrates and describes an experiment,
outcome, sample space and event
49 counts the number of occurrences of an outcome in
6 days
an experiment: (a) table; (b) tree diagram; (c)
systematic listing; and (d) fundamental counting
principle. (M8GE-IVf-g-1)
Day 19: Illustrates the different methods used in
counting the number of occurrences of an outcome
in an experiment
Day 20: Counts the number of occurrences of an
outcome in an experiment: (a) table
Day 21: Counts the number of occurrences of an
outcome in an experiment: (b) tree diagram
Day 22: Counts the number of occurrences of an
outcome in an experiment: (c) systematic listing
Day 23: Counts the number of occurrences of an
outcome in an experiment: (d) fundamental counting
principle with repetition
Day 24: Counts the number of occurrences of an
outcome in an experiment: (d) fundamental counting
principle without repetition
50 finds the probability of a simple event. (M8GE-IVh-1)
2 days
Day 25: Demonstrates the properties of the probability
of a simple event.
Day 26: Finds the probability of a simple event.
#
51
52
MELC
illustrates an experimental probability and a
theoretical probability. (M8GE-IVi-1)
Day 27: Illustrates an experimental probability
Day 28: Illustrates a theoretical probability
Day 29: Differentiates experimental probability to
theoretical probability
Day 30: Solves problems involving experimental
probability
Day 31: Solves problems involving theoretical
probability
solves problems involving probabilities of simple
events. (M8GE-IVi-j-1)
Day 32: Solves problems involving probabilities of
simple events: spinner
Day 33: Solves problems involving probabilities of
simple events: tossing coin
Day 34: Solves problems involving probabilities of
simple events: rolling dice
Day 35: Solves problems involving probabilities of
simple events: drawing cards
Day 36: Solves problems involving probabilities of
simple events in real-life situations
Number of days taught
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 reallife problems involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them using a
variety of strategies.
#
MELC
Number of days taught
Remarks
1
illustrates quadratic equations. (M9AL-Ia-1)
1 day
Day 1: determines quadratic equations
2
4 days
Prior to teaching this competency, give
solves quadratic equations by: (a) extracting square
input and exercise first on:
roots; (b) factoring; (c) completing the square; and (d)
using the quadratic formula. (M9AL-Ia-b-1)
solves problems involving factors of
Day 2: solves quadratic equations by extracting
polynomials. (G8,Q1)
square roots
Day 3: solves quadratic equations by factoring
Day 4: solves quadratic equations by completing the
square;
Day 5: solves quadratic equations by using the
quadratic formula.
3
characterizes the roots of a quadratic equation using
1 day
the discriminant. (M9AL-Ic-1)
Day 6: describes the roots of a quadratic equation
using the discriminant
4
describes the relationship between the coefficients
3 days
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
5
solves equations transformable to quadratic equations
4 days
Prior to teaching this competency, give
(including rational algebraic equations). (M9AL-Ic-dinput and exercise first on:
1)
performs operations on rational algebraic
Day 10: transforms equation to quadratic
expressions (G8, Q1)
#
6
7
8
9
10
11
12
MELC
Day 11: solves quadratic equations
Day 12: transforms rational equation to quadratic
Day 13: solves rational equation
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
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.
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
Number of days taught
3 days
Remarks
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
2 days
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)
#
13
14
15
16
MELC
graphs a quadratic function: (a) domain; (b) range;
(c) intercepts; (d) axis of symmetry; (e) vertex; (f)
direction of the opening of the parabola. (M9AL-Ig-hi-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.
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. (M9ALIi-j-2)
Day 33: identifies and solves problems involving
quadratic functions
Number of days taught
2 days
2 days
3 days
1 day
Remarks
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
Number of days taught
Remarks
17 illustrates situations that involve the following variations: (a)
4 days
Prior to teaching this competency,
direct; (b) inverse; (c) joint; (d) combined. (M9AL-IIa-1)
give input and exercise first on:
Day 1: illustrates situations that involves direct variations
determines dependent and
Day 2: illustrates situations that involves inverse variations
independent variables. (G8, Q2)
Day 3: illustrates situations that involves joint variations
18
19
20
21
Day 4: illustrates situations that involves combined variations
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.
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. (M9AL-IId-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.
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)
2 days
4 days
2 days
#
22
23
MELC
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
𝑛
𝑛
𝑛
Day 18: derives the laws of radicals: ( √𝑎)𝑛 = 𝑎 and √𝑎𝑏 = √𝑎 √𝑏
𝑛
𝑎
Day 19: derives the laws of radicals: √ =
𝑏
𝑚𝑛
24
25
26
𝑛
√𝑎
,𝑏
√𝑏
𝑛
Number of days taught
2 days
2 days
𝑚
𝑛
> 0 and √ √𝑎 =
𝑛 𝑚
√𝑎 = √ √𝑎
simplifies radical expressions using the laws of radicals. (M9ALIIg-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
3 days
4 days
4 days
Remarks
#
27
MELC
Day 30: solves equations involving radical expressions (with
extraneous solution)
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.
Number of days taught
Remarks
3 days
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
Number of days taught
Remarks
28 determines the conditions that make a quadrilateral a
2 days
Prior to teaching this competency, give
parallelogram. (M9GE-IIIa-2)
inputs and exercises first on:
• proves properties of parallel lines cut
Day 1: identifies conditions that makes a quadrilateral
by a transversal. (G8, Q3)
a parallelogram
• determines the conditions under
Day 2: proves that a given quadrilateral is a
which lines and segments are
parallelogram
parallel or perpendicular (G8, Q4)
29 uses properties to find measures of angles, sides and
3 days
other quantities involving parallelograms. (M9GE-IIIb1)
Day 3: uses properties to find measures of angles
involving parallelograms
Day 4: uses properties to find measures of sides
involving parallelograms
Day 5: uses properties to find measures of other
quantities involving parallelograms
30 proves theorems on the different kinds of
3 days
Prior to teaching this competency, give
parallelogram (rectangle, rhombus, square). (M9GEinputs and exercises first on:
IIIc-1)
proves two triangles are congruent
Day 6: proves theorems on rectangle
(G8, Q3)
Day 7: proves theorems on rhombus
Day 8: proves theorems on square
#
31
32
33
34
36
37
MELC
proves the Midline Theorem. (M9GE-IIId-1)
Day 9: proves the Midline theorem of Triangle and
Trapezoid
Day 10: applies the Midline Theorem in finding the
missing parts of a triangle
Day 11: applies the Midline Theorem in finding the
missing parts of a trapezoid
proves theorems on trapezoids and kites. (M9GE-IIId2)
Day 12: proves theorems on trapezoids
Day 13: proves theorems on kites
solves problems involving parallelograms, trapezoids
and kites. (M9GE-IIIe-1)
Day 14: solves problems involving parallelograms
Day 15: solves problems involving trapezoids
Day 16: solves problems involving kites
describes a proportion. (M9GE-IIIf-1)
Day 17: defines and illustrates a proportion
illustrates similarity of figures. (M9GE-IIIg-1)
Day 18: illustrates the properties of similar triangles:
corresponding angles are congruent
Day 19: 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 20: proves SAS similarity theorem
Day 21: proves SSS similarity theorem
Day 22: proves AA similarity theorem
Day 23: proves right triangle similarity theorem
Day 24: proves special right triangle theorems
Number of days taught
3 days
Remarks
Provide examples/exercises that will require
algebraic manipulation
2 days
3 days
1 day
2 days
Prior to teaching this competency, give
inputs and exercises first on:
illustrates triangle congruence (G8, Q3)
5 days
Prior to teaching this competency, give
inputs and exercises first on:
illustrates the SAS, ASA and SSS congruence
postulates (G8, Q3)
#
38
35
39
40
MELC
applies the theorems to show that given triangles are
similar. (M9GE-IIIi-1)
Day 25: applies SAS similarity theorem to show that
given triangles are similar
Day 26: applies SSS similarity theorem to show that
given triangles are similar
Day 27: applies AA similarity theorem to show that
given triangles are similar
Day 28: applies right triangle similarity theorem to
show that given triangles are similar
Day 29: applies special right triangle theorems to show
that given triangles are similar
applies the fundamental theorems of proportionality to
solve problems involving proportions. (M9GE-IIIf-2)
Day 30: applies triangle proportionality theorem to
solve problems involving proportions
Day 31: applies converse triangle proportionality
theorem to solve problems involving proportions
Day 32: applies triangle angle bisector theorem to
solve problems involving proportions
proves the Pythagorean Theorem. (M9GE-IIIi-2)
Day 33: proves the Pythagorean Theorem
solves problems that involve triangle similarity and
right triangles. (M9GE-IIIj-1)
Day 34: solves problems that involve triangle similarity
Day 35: solves problems that involve right triangles.
Number of days taught
5 days
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,
3 days
tangent, secant, cosecant, and cotangent. (M9GEIVa-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
6 days
-IVb-c-1)
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 illustrates angles of elevation and angles of
2 days
depression. (M9GE-IVd-1)
Day 10: illustrates angles of elevation
Day 11: illustrates angles of depression
44 uses trigonometric ratios to solve real-life problems
4 days
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
#
45
46
MELC
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. (M9GEIVh-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
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
1
generates patterns. (M10AL-Ia-1)
4 days
Day 1: describes and generates patterns.
Day 2: finds the next five terms of the sequence given the general
or nth term of the sequence.
Day 3: finds the general term or nth term of a sequence given the
first few terms (linear expressions).
Day 4: finds the general term or nth term of a sequence given the
first few terms (fractional, radical expressions, etc).
2
Illustrates an arithmetic sequence. (M10AL-Ib-1).
2 days
Day 5: identifies the patterns generated by arithmetic sequence
and find the next few terms.
Day 6: finds the missing term, common difference, and number of
terms in an arithmetic sequence.
3
determines arithmetic means, nth term of an arithmetic sequence
4 days
and sum of the terms of a given arithmetic sequence. (M10AL-Ib2)
Day 7: finds the indicated number of arithmetic means between
any two terms.
Day 8: finds the general term or nth term of an arithmetic
sequence.
Day 9: finds the sum of the terms of an arithmetic sequence given
the first and the last terms.
Day 10: finds the sum of the first n terms of a given arithmetic
sequence.
4
illustrates a geometric sequence. (M10AL-Id – 1)
2 days
Day 11: identifies the patterns generated by geometric sequence
and find the next few terms.
Day 12: finds the missing term, common ratio, and number of
terms of a given geometric sequence.
#
5
6
7
8
MELC
differentiates a geometric sequence from an arithmetic sequence.
(M10AL-Id-2)
Day 13: tells whether a given sequence is geometric, arithmetic or
neither geometric nor arithmetic.
Day 14: differentiates a finite geometric sequence from an infinite
geometric sequence.
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 15: finds the indicated number of geometric means between
any two terms.
Day 16: finds the general term or nth term of a given geometric
sequence.
Day 17: finds the sum of the terms of a given finite geometric
sequence.
Day 18: tells whether a given infinite geometric series is
convergent (has a sum) or divergent (sum does not exist) using the
common ratio.
Day 19: finds the sum of the terms of a given infinite geometric
sequence.
solves problems involving sequences. (M10AL-If-2)
Day 20: solves problems applying the concepts of arithmetic
sequences and series.
Day 21: solves problems applying the concepts of finite geometric
sequences and series.
Day 22: solves problems applying the concepts of infinite
geometric sequences and series.
performs division of polynomials using long division and synthetic
division. (M10AL-Ig-1)
Day 23: divides polynomials using long division.
Day 24: divides polynomials using synthetic division.
Day 25: divides polynomials with missing terms using synthetic
division
Day 26: finds the divisor given the dividend and quotient or find
the dividend given the divisor and quotient using synthetic
division.
Number of days taught
2 days
Remarks
5 days
3 days
4 days
teachers may explore using
divisors of degree greater than 1
#
9
10
11
12
13
MELC
proves the Remainder Theorem and Factor Theorem. (M10AL-Ig-2)
Day 27: finds the remainder when the given polynomial is divided
by (x – c) using the Remainder Theorem.
Day 28: uses the Factor Theorem to determine whether or not the
given binomial (x – c) is a factor of a given polynomial.
Day 29: applies factor theorem and remainder theorem in solving
problems (i.e. find the value of k)
factors polynomials. (M10AL-Ih-1)
Day 30: finds the factors of polynomial expressions/equations of at
most degree 2.
Day 31: finds factors of polynomial expressions/equations of
degree 3 and above.
Illustrates polynomial equations. (M10AL-Ii-1)
Day 32: applies the Fundamental Theorem of Algebra in finding
the number of zeros/roots of polynomial equations.
Day 33: 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 34: determines the list of possible rational zeros/roots of a
given polynomial equation using the Rational Roots Theorem.
Day 35: describes and finds the rational zeros/roots of polynomial
equations of degree greater than 2.
Day 36: solves polynomial equations of degree
greater than 2.
Day 37: creates polynomial equations given the roots of the
polynomial equation.
solves problems involving polynomials and polynomial equations.
(M10AL-Ij-2)
Day 38: solves problems involving polynomials.
Day 39: solves problems involving polynomial equations.
Day 40: creates problems involving polynomials and polynomial
equations.
Number of days taught
3 days
2 days
2 days
4 days
3 days
40 days
Remarks
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
6 days
Prior to teaching this competency,
polynomial functions. (M10AL-IIa-2)
specifically Day 3, give inputs and exercises
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
axis of symmetry; (e) vertex; (f)
of Signs and multiplicity of zeros.
direction of the opening of the
Day 5: sketches the graphs of polynomial functions
parabola. (G9, Q1)
having an odd degree and a positive leading
coefficient.
Day 6: sketches the graphs of polynomial functions
having an odd degree and a negative leading
coefficient.
Day 7: sketches the graphs of polynomial functions
having an even degree and a positive leading
coefficient.
Day 8: sketches the graphs of polynomial functions
having an even degree and a negative leading
coefficient.
16 solve problems involving polynomial functions.
1 day
Prior to teaching this competency, give
(M10AL-IIb-2)
inputs and exercises on:
Day 9: solves word problems applying the concepts of
models real-life situations using quadratic
polynomial functions.
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.
#
MELC
Number of days taught
Remarks
17 derives inductively the relations among chords, arcs,
6 days
central angles and inscribed angles. (M10GE-IIc-1)
Day 10: illustrates circle and its parts (center, diameter,
radius, chord, secant line, tangent line, arcs and
angles).
Day 11: describes the relationship between central
angles and arcs of a circle and its degree measures.
Day 12: finds the degree measure of arcs and central
angle of a circle using algebraic solutions.
Day 13: finds the length of an arc.
Day 14: describes the relationship between inscribed
angles and arcs and its degree measures.
Day 15: finds the degree measure of arcs and
inscribed angle of a circle using algebraic solutions.
18 proves theorems related to chords, arcs, central
2 days
angles and inscribed angles. (M10GE-IIc-d-1)
Day 16: proves and apply theorems on central angles,
arcs, and chords.
Day 17: proves and apply theorems on inscribed
angles, arcs, and chords.
19 Illustrates secants, tangents, segments, and sectors of
3 days
a circle. (M10GE-IIe-1)
Day 18: illustrates secants, tangents, segments, and
sectors of a circle.
Day 19: finds the area of a sector and segment.
Day 20: 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
MELC
proves theorems on secants, tangents, and segments.
(M10NS-IIe-f-1)
Day 21: proves and applies the theorem on the angles
formed by the intersection of two secants in the
exterior of the circle.
Day 22: proves and applies the theorem on angles
formed by the intersection of a tangent and a secant
in the exterior of the circle.
Day 23: proves and applies the theorem on angles
formed by the intersection of two tangents in the
exterior of the circle.
Day 24: proves and applies the theorem on angles
formed by the intersection of two chords/secants in
the interior of the circle.
Day 25: proves and applies the “segments of secants
power theorem” in finding the unknown lengths.
Day 26: proves and applies the “intersecting segments
of chords” power theorem in finding the unknown
lengths.
Day 27: proves and applies the “tangent-secant”
power theorem in finding the unknown lengths.
solves problems on circles. (M10GE-IIf-2)
Day 28: solves word problems involving relationships of
central angles, inscribed angles, chords, arcs and
sectors of a circle.
Day 29: 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 30: derives the distance formula and find the
distance between any two points on the coordinate
plane.
Day 31: derives the midpoint formula and find the
coordinates of the midpoint of the segment whose
endpoints are given.
Day 32. applies distance formula and midpoint
formula to prove some geometric properties.
Number of days taught
7 days
2 days
3 days
Remarks
#
23
24
25
MELC
Illustrates the center-radius form of the equation of the
circle. (M10GE-IIh-1)
Day 33: 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. (M10GE-IIh-2)
Day 34: finds the equation of a circle in center-radius
form given its center and radius.
Day 35: finds the equation of a circle in center-radius
form given some geometric conditions.
Day 36: transforms the equation of a circle from
center-radius form to general form.
Day 37: transforms the equation of a circle from
general form to center-radius form then find the
center and radius.
graphs and solves problems involving circles and
other geometric figures on the coordinate plane.
(M10GE-IIh-3)
Day 38: sketches the graph of a circle given the
standard form or the center-radius form and other
geometric figures on the coordinate plane.
Day 39: sketches the graph of a circle given the
general form of the circle and other geometric figures
on the coordinate plane.
Day 40: solves word problems applying the concepts
of distance formula, equation of a circle and other
geometric properties.
Number of days taught
1 day
4 days
3 days
40 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
26 illustrates the permutation of objects. (M10SP-IIIa-1)
6 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
Day 4: illustrates the formula for repeated permutations
Day 5: illustrates the formula for finding the number of permutations of N
objects taken r at a time (distinct permutations)
Day 6: illustrates the formula for indistinguishable permutations and circular
permutations
27 solves problems involving permutations. (M10SP-IIIb-1)
4 days
Day 7: solves problems involving repeated permutations
Day 8: solves problems involving distinct permutations (n taken r at a time)
Day 9: solves problems involving indistinguishable permutations
Day 10: solves problems involving circular permutations
28 illustrates the combination of objects. (M10SP-IIIc-1)
3 days
Day 11: defines combination of objects
Day 12: illustrates the formula for combinations of n objects taken r at a
time.
Day 13: solves simple problems involving combination of objects
29 differentiates permutation from combination of n objects taken r at a time.
3 days
(M10SP-IIIc-2)
Day 14: relates combination of objects to permutation of objects
Day 15: differentiates permutation from combination of n objects taken r at
a time.
Day 16: identifying whether a situation involves permutation or combination
of objects
30 solves problems involving permutations and combinations (M10SP-IIId-e-1)
4 days
Day 17: identifies the type of permutation illustrated in the problem then
solves it.
#
31
32
33
34
35
MELC
Day 18: solves problems involving combination of objects
Day 19: solves problems involving permutations and combinations.
Day 20: creates problems involving permutations and combinations
illustrates events, union and intersection of events. (M10SP-IIIf-1)
Day 21: Uses Venn Diagram to represent sets, subsets, and set operations.
Day 22: Illustrates compound events
Day 23: solves problems involving union and intersection of events using
Venn diagram.
Day 24: solves problems involving union and intersection of events using
table form.
illustrates the probability of a union of two events. (M10SP-IIIg-1)
Day 25: illustrates experiment, outcomes, sample space and event
Day 26: Finds the probability of a simple events
Day 27: illustrates the probability of a union and intersection of two events.
illustrates mutually exclusive events. (M10SP-IIIi-1)
Day 28: defines and illustrates mutually exclusive events.
Day 29: identifies whether two events are mutually exclusive or nonmutually exclusive events.
Day 30: 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 31: finds the probability of (A B) given a Venn diagram representation
Day 32: finds the probability of (A B) if A and B are mutually exclusive
Day 33: finds the probability of (A B) if A and B are non-mutually exclusive
Day 34: illustrates dependent and independent events
Day 35: finds the probability of independent events
Day 36: finds the probability of dependent events
solves problems involving probability. (M10SP-IIIi-j-1)
Day 37: solves problems involving the probability of (A B) if A and B are
mutually exclusive
Day 38: solves problems involving the probability of (A B) if A and B are
non-mutually exclusive
Day 39: solves problems involving the probability of independent and
dependent events.
Day 40: solve problems involving probability of compound events where
the given are represented in table form or Venn Diagram.
Number of days taught
Remarks
4 days
3 days
3 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.