Math 1 Curriculum Guide rev.2016

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
August 2016
K to 12 Curriculum Guide
MATHEMATICS
(Grade 1)
Educational Projams

K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide August 2016 Page 2 of 257
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
Figure 1.The Conceptual Framework of Mathematics Education
Educational Projams

CONCEPTUAL FRAMEWORK
Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics
as a school subject, therefore, must be learned comprehensively and with much depth.
The twin goals of mathematics in the basic education levels, K-10, are Critical Thinking and Problem Solving.
Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
On the other hand, according to Polya (1945 & 1962), mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a
problem that is unknown.
These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirable values and
attitudes, and appropriate tools, taking into account the different contexts of Filipino learners.
There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and Number Sense, Measurement,
Geometry, Patterns and Algebra, and Probability and Statistics.
The specific skills and processes to be developed are: knowing and understanding; estimating, computing and solving; visualizing and modelling; representing and
communicating; conjecturing, reasoning, proving and decision-making; and applying and connecting.
The following values and attitudes are to be honed as well: accuracy, creativity, objectivity, perseverance, and productivity.
We recognize that the use of appropriate tools is necessary in teaching mathematics. These include: manipulative objects, measuring devices, calculators and
computers, smart phones and tablet PCs, and the Internet.
We define context as a locale, situation, or set of conditions of Filipino learners that may influence their study and use of mathematics to develop critical thinking and
problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and practices, as well as the learner’s prior knowledge and
experiences.
Educational Projams

The framework is supported by the following underlying learning principles and theories: Experiential and Situated Learning, Reflective Learning, Constructivism,
Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these theories.
Experiential Learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. Experiential Learning theory defines learning
as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience"
(Kolb, 1984, p. 41). Situated Learning, theorized by Lave and Wenger, is learning in the same context in which concepts and theories are applied.
Reflective Learning refers to learning that is facilitated by reflective thinking. It is not enough that learners encounter real-life situations. Deeper learning occurs when
learners are able to think about their experiences and process these, allowing them the opportunity to make sense of and derive meaning from their experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connect them to new
ideas.
Cooperative Learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task.
The mathematics curriculum allows for students to learn by asking relevant questions and discovering new ideas. Discovery Learning and Inquiry-based Learning
(Bruner, 1961) support the idea that students learn when they make use of personal experiences to discover facts, relationships, and concepts.
Educational Projams

BRIEF COURSE DESCRIPTION
Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic, and reasoning. Mathematics is also a tool of science
and a language complete with its own notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed.
The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra and Statistics and Probability.
Numbers and Number Sense as a strand include concepts of numbers, properties, operations, estimation, and their applications.
Measurement as a strand includes the use of numbers and measures to describe, understand, and compare mathematical and concrete objects. It focuses on
attributes such as length, mass and weight, capacity, time, money, and temperature, as well as applications involving perimeter, area, surface area, volume, and angle
measure.
Geometry as a strand includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning, and geometric modelling and
proofs.
Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes and quantities. It includes the use of algebraic notations and
symbols, equations, and most importantly, functions, to represent and analyze relationships.
Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables, and graphs; understanding, analyzing and
interpreting data; dealing with uncertainty; and making predictions about outcomes.
The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it pro vides necessary concepts and life
skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of the Philippines.
Educational Projams

LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied - using appropriate
technology - in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.
KEY STAGE STANDARDS:
K – 3 4 – 6 7 – 10
At the end of Grade 3, the learner demonstrates
understanding and appreciation of key concepts and skills
involving numbers and number sense (whole numbers up
to 10,000 and the four fundamental operations including
money, ordinal numbers up to 100th
, basic concepts of
fractions); measurement (time, length, mass, capacity,
area of square and rectangle); geometry (2-dimensional
and 3-dimensional objects, lines, symmetry, and
tessellation); patterns and algebra (continuous and
repeating patterns and number sentences); statistics and
probability (data collection and representation in tables,
pictographs and bar graphs and outcomes)as applied -
using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
At the end of Grade 6, the learner demonstrates
understanding and appreciation of key concepts and skills
involving numbers and number sense (whole numbers,
number theory, fractions, decimals, ratio and proportion,
percent, and integers);measurement (time, speed,
perimeter, circumference and area of plane figures,
volume and surface area of solid/space figures,
temperature and meter reading); geometry (parallel and
perpendicular lines, angles, triangles, quadrilaterals,
polygons, circles, and solid figures); patterns and algebra
(continuous and repeating patterns, number sentences,
sequences, and simple equations); statistics and
probability (bar graphs, line graphs and pie graphs,
simple experiment, and experimental probability) as
applied -using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making
At the end of grade 10, the learner
demonstrates understanding and appreciation of key
concepts and skills involving numbers and number sense
(sets and real numbers); measurement (conversion of
units); patterns and algebra (linear equations and
inequalities in one and two variables, linear functions,
systems of linear equations, and inequalities in two
variables, exponents and radicals, quadratic equations,
inequalities, functions, polynomials, and polynomial
equations and functions); geometry (polygons, axiomatic
structure of geometry, triangle congruence, inequality
and similarity, and basic trigonometry);statistics and
probability (measures of central tendency, variability and
position; combinatorics and probability) as applied - using
appropriate technology - in critical thinking, problem
solving, communicating, reasoning, making connections,
representations, and decisions in real life.
Educational Projams

GRADE LEVEL STANDARDS:
GRADE LEVEL GRADE LEVEL STANDARDS
K
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 20,
basic concepts on addition and subtraction); geometry (basic attributes of objects), patterns and algebra (basic concept of sequence and number
pairs); measurement (time, location, non-standard measures of length, mass and capacity); and statistics and probability (data collection and tables)
as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations and
decisions in real life.
GRADE 1
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 100,
ordinal numbers up to 10th
, money up to PhP100, addition and subtraction of whole numbers, and fractions ½ and 1/4);geometry (2- and 3-
dimensional objects); patterns and algebra (continuous and repeating patterns and number sentences); measurement (time, non-standard measures
of length, mass, and capacity);and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical
thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
GRADE 2
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 1
000, ordinal numbers up to 20th
, money up to PhP100, the four fundamental operations of whole numbers, and unit fractions); geometry (basic
shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and number sentences);measurement (time, length,
mass, and capacity); and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
GRADE 3
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to
10 000; ordinal numbers up to 100th
; money up to PhP1 000;the four fundamental operations of whole numbers; proper and improper fractions; and
similar, dissimilar, and equivalent fractions); geometry (lines, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns
and number sentences); measurement (conversion of time, length, mass and capacity, area of square and rectangle); and statistics and probability
(tables, bar graphs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making
GRADE 4
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to
100 000, multiplication and division of whole numbers, order of operations, factors and multiples, addition and subtraction of fractions, and basic
concepts of decimals including money); geometry (lines, angles, triangles, and quadrilaterals); patterns and algebra (continuous and repeating
patterns and number sentences); measurement (time, perimeter, area, and volume); and statistics and probability (tables, bar graphs, and simple
experiments) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
GRADE 5 The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to
Educational Projams

GRADE LEVEL GRADE LEVEL STANDARDS
10 000 000, order of operations, factors and multiples, fractions and decimals including money, ratio and proportion, percent); geometry (polygons,
circles, solid figures); patterns and algebra (sequence and number sentences); measurement (time, circumference, area, volume, and temperature);
and statistics and probability (tables, line graphs and experimental probability) as applied - using appropriate technology - in critical thinking, problem
solving, reasoning, communicating, making connections, representations, and decisions in real life.
GRADE 6
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (divisibility, order of
operations, fractions and decimals including money, ratio and proportion, percent, integers); geometry (plane and solid figures); patterns and algebra
(sequence, expression, and equation); measurement (rate, speed, area, surface area, volume, and meter reading); and statistics and probability
(tables, pie graphs, and experimental and theoretical probability) as applied - using appropriate technology - in critical thinking, problem solving,
reasoning, communicating, making connections, representations, and decisions in real life.
GRADE 7
The learner demonstrates understanding of key concepts and principles of numbers and number sense (sets and real number system); measurement
(conversion of units of measurement);patterns and algebra (algebraic expressions and properties of real numbers as applied in linear equations and
inequalities in one variable); geometry (sides and angles of polygons); and statistics and probability (data collection and presentation, and measures
of central tendency and variability) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making
GRADE 8
The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions,
linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables); geometry (axiomatic structure of
geometry, triangle congruence, inequalities in a triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple
events) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
GRADE 9
The learner demonstrates understanding of key concepts and principles of patterns and algebra (quadratic equations and inequalities, quadratic
functions, rational algebraic equations, variations, and radicals) and geometry (parallelograms and triangle similarities and basic concepts of
trigonometry) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
GRADE 10
The learner demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial
equations, and polynomial functions); geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability, and
measures of position) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
Time Allotment:
Grade 1 2 3 4 5 6 7 8 9 10
Educational Projams

Daily 50 min 50 min 50 min 50 min 50 min 50 min
Weekly 4 hours 4 hours 4 hours 4 hours
GRADE 1
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS MATH EQUIPMENT
The learner... The learner... The learner...
Grade 1- FIRST QUARTER
Numbers and
Number
Sense
demonstrates
understanding of
whole numbers up to
100, ordinal numbers
up to 10th,
money up to
PhP100 and fractions
½ and 1/4.
1. is able to
recognize,
represent, and
order whole
numbers up to
100 and money
up to PhP100 in
various forms and
contexts.
2. is able to
recognize, and
represent ordinal
numbers up to
10th
, in various
forms and
contexts.
1. visualizes and represents
numbers from 0 to 100 using
a variety of materials.
M1NS-Ia-
1.1
1. BEAM LG Gr.1 Module 2-
Sets of Whole Numbers
2. Lesson Guide in Elem.
Math Grade 1 p. 70
3. Lesson Guide in
Elementary Mathematics
Grade 1. 2012. pp. 70-
76, 84-87
2. counts the number of objects
in a given set by ones and
tens.
M1NS-Ib-
2.1
Math Grade 1. pp. 49,
54, 73, 84
2. Elementary Mathematics
Grade 1. 2003. pp. 72-
74*
3. Lesson Guide in
Grade 1. 2012. p. 100
3. identifies the number that is
one more or one less from a
given number.
M1NS-Ib-3
1. Proded Math. 2A, 2B &
2C: Putting Sets in Order
2. Lesson Guide in
Grade 1. 2012. pp. 32-
40
Grade 1. 2003. p. 79*
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
4. Proded Math. I-A & I-B:
More or Less
4. composes and decomposes a
given number. e.g. 5 is 5 and
0, 4 and 1, 3 and 2, 2 and 3, 1
and 4, 0 and 5.
M1NS-Ic-4
Grade 1. 2003. p. 39*
5. regroups sets of ones into sets
of tens and sets of tens into
hundreds using objects.
M1NS- Id-5
Reading and Writing of
Whole Numbers
2. Lesson Guides in Elem.
Math Grade 1. 2005. pp.
96-99
Beads, Ø16mm
6. visualizes, represents, and
compares two sets using the
expressions “less than,” “more
than,” and “as many as.”
M1NS-Id- 6
40-48
40-48, 67-70
4. Proded Math. 5A, 5B,
and 5C: Comparing
Numbers
5. Lesson Guide in
Grade 1. 2012. pp. 40-
48, 67-70
Grade 1. 2003. pp. 9-
11*
7. Proded Math. I-B & I-C:
Comparing Numbers
Cuisenaire
Rods/Number Sticks,
250 pcs/set
orders sets from least to
M1NS-Ie-7
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
greatest and vice versa. 2. Lesson Guide in Elem.
Math Grade 1 p. 40
23-32
23-27, 27-32
5. Proded Math. IA, IB and
IC: Putting Sets in Order
6. Lesson Guide in
Grade 1. 2012. pp. 23-
32
7. Proded Math. I-A, I-B &
I-C: Putting Sets In
Order
8. visualizes and counts by 2s, 5s
and 10s through 100.
M1NS-Ie-
8.1
Whole Numbers
Math Grade 1 pp. 76,
79, 82
73-76, 76-78, 79-81, 81-
84
76-84
5. Lesson Guide in
Grade 1. 2012. pp. 76-
84
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
Grade 1. 2003. pp. 80-
81*
9. reads and writes numbers up
to 100 in symbols and in
words.
M1NS-If-
9.1
Whole Numbers
Math Grade 1 pp. 90, 94
60-64, 87-94
62-67, 90-96
5. Lesson Guide in
Grade 1. 2012. pp. 62-
66, 90-96
10. visualizes and gives the place
value and value of a digit in
one- and two-digit numbers.
M1NS-Ig-
10.1
Whole Numbers
Math Grade 1 p. 88
84-87
88-90
5. Lesson Guide in
Grade 1. 2012. pp. 88-
90
Place Value Pocket
Chart
11. renames numbers into tens
and ones.
M1NS-Ig-
11
Math Grade 1 p. 97
2. Lesson Guide in
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
Grade 1. 2012. pp. 97-
98; 101
3. Elementary Mathematic
Grade 1. 2003. pp. 75-
76*
compares numbers up to 100
using relation symbols.
M1NS-Ih-
12.1
Math Grade 1 p.67
Grade 1. 2003. pp. 77-
78*
orders numbers up to 100 in
increasing or decreasing
order.
M1NS-Ih-
13.1
Math Grade 1 p. 58
2. Proded Math. 3A, 3B
and 3C: Ordering
Numbers
14. identifies the 1st , 2nd, 3rd,
up to 10th object in a given
set from a given point of
reference.
M1NS-Ii-
16.1
Whole Numbers
99-101
102-104
4. Elementary
Mathematics. 2003. p.
82
5. Lesson Guide in
Grade 1. pp. 102-104
15. reads and writes ordinal
numbers: 1st, 2nd, 3rd up to
10th.
M1NS-Ii-
17.1
Math Grade 1 p. 104
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
101-103
104-106
4. Lesson Guide in
Grade 1. 2012. pp. 104-
106
Grade 1. 2003. p. 83*
16. recognizes and compares
coins and bills up to PhP100
and their notations.
M1NS-Ij-
19.1
Whole Numbers
Math Grade 1 p. 109
Grade 1. 2003. p. 129*
4. Lesson Guide in
Grade 1. 2012. pp. 112-
116
Grade 1- SECOND QUARTER
Numbers and
Number
Sense
demonstrates
understanding of
addition and
subtraction of whole
numbers up to 100
including money
is able to apply addition
and subtraction of whole
numbers up to 100
including money in
mathematical problems
and real- life situations.
17. illustrates addition as “putting
together or combining or
joining sets”
M1NS-IIa-
23
Math Grade 1 p. 123
116-120; 120-124
119-127
4. Lesson Guide in
Grade 1. 2012. pp. 119-
127
Plastic Chips, 60
pcs/set
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
Grade 1. 2003. pp. 37-
38*
18. visualizes and adds two one-
digit numbers with sums up
to 18 using the order and
zero properties of addition.
M1NS-IIa-
26.1
Addition
137
124-137
127-140
5. Lesson Guide in
Grade 1. 2012. pp. 127-
140
6. Proded Math. II-A: Add
or Subtract?
19. adds two one-digit numbers
using appropriate mental
techniques e.g. adding
doubles and/or near-doubles.
M1NS-IIa-
28.1a
Lesson Guide in Elementary
Mathematics Grade 1.
2012. pp. 147-148
20. visualizes and adds three
one-digit numbers using the
grouping property of
addition.
M1NS-IIb-
26.2
Addition
Math Grade 1 p. 141
140-143
141-143
5. Lesson Guide in
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
Grade 1. 2012. pp. 141-
147
Grade 1. 2003. p. 62*
21. visualizes and adds two to
three one-digit numbers
horizontally and vertically.
M1NS-IIb-
27.1
Addition
Math Grade 1 p. 144
137-140
4. Lesson Guide in
Grade 1. 2012. pp. 141-
143; 149
Grade 1. 2003. p. 63*
22. uses expanded form to
explain the meaning of
addition with regrouping.
M1NS-IIc-
27.2
1. Lesson Guide in
Grade 1. 2012. pp. 152-
156
Grade 1. 2003. p. 90*
23. visualizes and adds numbers
with sums through 99
without or with regrouping.
M1NS-IIc-
27.3
Addition
152
146-148; 149-152
149-152, 152-156
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
5. Lesson Guide in
Grade 1. 2012. pp. 149-
155
Grade 1. 2003. p. 91*
7. Proded Math. II-A, II-B
& II-C: Addition of
Whole Numbers
(Without Regrouping)
8. Proded Math. II-A:
Addition of Whole
Numbers (With
Regrouping)
24. adds mentally two to three
one- digit numbers with sums
up to 18 using appropriate
strategies.
M1NS-IId-
28.1b
Math Grade 1 p. 147
143-145
147-149
4. Lesson Guide in
Grade 1. 2012. pp.147
25. adds mentally two-digit
numbers and one-digit
numbers with regrouping
using appropriate strategies.
M1NS-IId-
28.2
26. visualizes and solves one-
step routine and non-routine
problems involving addition
of whole numbers including
money with sums up to 99
using appropriate problem
M1NS-IIe-
29.1
Application of Addition
Math Grade 1 p. 169
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
solving strategies. 152-161, 171-177
156-162; 169-175
5. Lesson Guide in
Grade 1. 2012. pp. 169-
175
6. Proded Math. II-A & II-
C: Add or Subtract?
27. creates situations involving
addition of whole numbers
including money .
M1NS-IIe-
30.1
Grade 1. 2003. p. 138*
28. illustrates subtraction as
“taking away” or “comparing”
elements of sets.
M1NS-IIf-
24
Subtraction
177-181
175-179
4. Lesson Guide in
Grade 1. 2012. pp. 175-
184
Grade 1. 2003. p. 44*
Plastic Chips, 60
pcs/set
29. illustrates that addition and
subtraction are inverse
operations.
M1NS-IIf-
25
191-197
184-189
3. Lesson Guide in
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
Grade 1. 2012. pp.177-
189
Grade 1. 2003. p. 44*
subtracts one-digit numbers
with minuends through 18
(basic facts)
M1NS-IIg-
32.1
Subtraction
Math Grade 1 p. 190
197-201
190-193
5. Lesson Guide in
Grade 1. 2012. pp. 190-
193
Grade 1. 2003. pp. 45-
49; 57-61*
7. Proded Math. II-A & II-
C: Add or Subtract?
subtracts one- to two-digit
numbers with minuends up
to 99 without regrouping.
M1NS-IIg-
32.2
Subtraction
Math Grade 1 p. 194
201-204, 208-212
194-197, 201-205
5. Lesson Guide in
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
Grade 1. 2012. pp. 194-
197, 201-205
6. Proded Math. II-A, 16-A
& 16-B: Subtraction
Without Regrouping
32. uses the expanded form to
explain subtraction with
regrouping.
M1NS-IIh-
32.3
Grade 1. 2003. pp. 92-93*
subtracts one- to two-digit
numbers with minuends up
to 99 with regrouping.
M1NS-IIh-
32.4
Subtraction
Math Grade 1 p. 197
204-208; 213-216
197-201; 205-208
5. Lesson Guide in
Grade 1. 2012. pp. 197-
201; 205-208
6. Proded Math. 17-A & II-
A: Subtraction With
Regrouping
34. subtracts mentally one-digit
numbers from two-digit
minuends without regrouping
using appropriate strategies.
M1NS-IIi-
33.1
Subtraction
Math Grade 1 p. 209
216-220
209-213
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
5. Lesson Guide in
Grade 1. 2012. pp. 209-
213
solves routine and non-
routine 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
Application of
Subtraction
Math Grade 1 p. 235
220-231, 242-245
235-238
5. Lesson Guide in
Grade 1. 2012. pp. 210,
213-224, 231-232, 234-
235
36. creates situations involving
subtraction of whole number
including money.
M1NS-IIj-
35.1
1. Lesson Guide in
Grade 1. 2012. pp. 233,
236, 238
Grade 1. 2003. p. 136*
Grade 1- THIRD QUARTER
37. 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
1. Plastic Chips, 60
pcs/set
2. Square
Units/Tiles, 2.54 x
2.54cm, plastic
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
separates objects into groups
of equal quantity using
concrete objects up to 50.
e.g. 10 grouped by 5s
M1NS-IIIa-
48
Plastic Chips, 60
pcs/set
Numbers and
Number
Sense
demonstrates
understanding of
fractions ½ and 1/4.
is able to recognize,
represent, and
compare fractions ½
and 1/4 in various
forms and contexts.
39. visualizes and identifies ½
and ¼ of a whole object.
M1NS-IIIb-
72.1
242
245-248, 249-252
239-246
and 8C: Halves and
Fourths
Math Gr. 1. 2012. pp.
239-245
Grade 1. 2003. pp. 102-
103*
I-C: Halves and Fourths
Fraction Set
divides a whole into halves
and fourths.
M1NS-IIIc-
73
1. BEAM LG Gr.1 Module
8- Fractions
249
252-264
Fraction Set
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
246-249; 249-253
5. Lesson Guide in
Grade 1. 2012. pp. 246-
253
Grade 1. 2003. pp. 102-
103*
41. visualizes, and divides the
elements of sets into two
groups of equal quantities to
show halves.
M1NS-IIIc-
74.1
8- Fractions
Math Grade 1 p. 254
264-268
254-258
5. Lesson Guide in
Grade 1. 2012. pp. 254-
258
Grade 1. 2003. p. 107*
1. Plastic Chips, 60
pcs/set
2. Square Units/Tiles,
10cm x 10cm,
plastic
divides the elements of sets
into four groups of equal
quantities to show fourths
M1NS-IIId-
74.2
8- Fractions
Math Grade 1 p. 258
268-273
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
258-262
5. Lesson Guide in
Grade 1. 2012. pp. 258-
262
Grade 1. 2003. p. 109*
43. visualizes and draws the
whole region or set given its
½ and/or ¼
M1NS-IIId-
75
8- Fractions
2. Lesson Guide in
Grade 1. 2012. p. 262
Fraction Set
Geometry demonstrates
understanding of 2-
dimensional and 3-
dimensional figures.
is able to describe,
compare, and construct
2-dimensional and 3-
dimensional objects
44. 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
1. BEAM LG Gr.2 Module –
Shapes
2. Lesson Guide in
Grade 3. 2012. pp. 250-
253
3. Elementary
Mathematics Grade 1.
2003. pp. 117-118*
4. Proded Math. I-B & I-C:
Comparing Shapes
5. BALS Video – Shapes
and Figures Around Us
45. compares and classifies 2-
dimensional (flat/plane) and
3-dimensional (solid) figures
according to common
attributes.
M1GE-IIIe-
2
Grade 1. 2003. pp. 119-
120*
1. Basic 3-
Dimensional
Models
2. Pattern Blocks,
250 pcs/set
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
46. draws the four basic shapes.
M1GE-IIIf-
3
47. constructs three dimensional
objects (solid) using
manipulative materials.
M1GE-IIIf-
4
Patterns and
Algebra
demonstrates
understanding of
continuous and
repeating patterns and
mathematical
sentences.
is able to apply
knowledge of
continuous and
repeating patterns and
number sentences in
various situations.
48. determines the missing
term/s in a given
continuous pattern using
one attribute (letters/
numbers/events).
e.g.
A,B,C,D,__
2,3,__5,6,7
__,Wed, Thur, Fri
Aa, Bb, Cb, __,___
M1AL-IIIg-
1
49. determines the missing
term/s in a given
repeating pattern using
one attribute(letters,
numbers, colors, figures,
sizes, etc.).
e.g.
A,B,C,A,B,C,A,__
_
M1AL-IIIg-
2
50. constructs equivalent
number expression using
addition and subtraction.
e.g. 6 + 5 = 12 - 1
M1AL-IIIh-
8
Lesson Guide in Elem.
Math Grade 1 p. 184
Number blocks
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
51. 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
Lesson Guide in Elem.
Math Grade 1 pp. 39 – 41;
57 – 63
52. 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
Grade 1. 2003. pp. 41, 59-
61*
Grade 1- FOURTH QUARTER
Measurement demonstrates
understanding of time
and non-standard
units of length, mass
and capacity.
is able to apply
knowledge of time and
non-standard measures
of length, mass, and
capacity in
mathematical problems
and real-life situations
53. tells the days in a week;
months in a year in the right
order.
M1ME-IVa-
1
Measurement: Time
Measure
267
273-280
262-267; 267-270
Grade 1. 2003. pp. 150-
152*
6. Lesson Guide in
Grade 1. 2012. pp. 262-
270
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
54. determines the day or the
month using a calendar.
M1ME-IVa-
2
1. Lesson Guide in
Grade 1. 2012. p. 268,
270
2. Lesson Guide in
Grade 2. 2012. pp. 270-
276
Grade 1. 2003. p. 149*
4. NFE Accreditation and
Equivalency Learning
Material. 2001. The
Calendar. pp. 4-15
55. tells and writes time by hour,
half-hour and quarter-hour
using analog clock.
M1ME-IVb-
3
274, 281
281-284; 284-287; 291-
293
270-273; 274-277; 281-
283
12C and 12D: Telling
Time
5. Lesson Guide in
Grade 1. 2012. p. 270-
277, 281-283
Demonstration Clock
(Manipulative Clock,
Blackboard)
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
56. solves problems involving time
(days in a week, months in a
year, hour, half-hour, and
quarter-hour)
M1ME-IVb-
4
1. Lesson Guide in
Grade 1. 2012. p. 273
Grade 1. 2003. p. 148*
57. compares objects using
comparative words: short,
shorter, shortest; long,
longer, longest; heavy,
heavier, heaviest; light,
lighter, lightest.
M1ME-IVc-
19
Grade 1. 2003. pp. 3-8*
58. estimates and measures
length using non- standard
units of linear measures.
M1ME-IVd-
20
10- Linear Measure
Math Grade 1 p. 284
294-298
284-288
5. Proded Math. 10A, 10B
and 10C: Linear Measure
Math Grade 1. 2012. p.
288-292
Grade 1. 2003. pp. 161-
166*
I-C: Linear Measure
(Non-standard)
9. NFE Accreditation and
Equivalency Learning
Material. Measuring
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
Length. 2001.pp.4-9
mass using non-standard units
of mass measure.
M1ME-IVe-
21
11- Mass Measure
Math Grade 1 p. 292
298-302
288-292
Math Gr. 1. 2012. pp.
288-289
1. Double-pan
Balance, 500g
2. Set of Measuring
cups and Spoons
capacity using non-standard
unit.
M1ME-IVf-
22
Math Grade 1 p. 298
308-313
298-304
4. Lesson Guide in
Grade 1. 2012. pp. 292;
298-304
Statistics and
Probability
demonstrates
understanding of
pictographs without
scales and outcomes
of an event using the
terms likely and
unlikely to happen.
is able to create and
interpret simple
representations of data
(tables and pictographs
without scales) and
describe outcomes of
familiar events using the
terms likely and unlikely
to happen.
61. collects data on one variable
through simple interview.
M1SP-IVg-
1.1
62. sorts, classifies, and
organizes data in tabular form
and presents this into a
pictograph without scales.
M1SP-IVg-
2.1
63. infers and interprets data
presented in a pictograph
without scales.
M1SP-IVh-
3.1
Educational Projams

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
e.g. finding out from the title
what the pictograph is all
about, comparing which has
the least or greatest …
64. solves routine and non-
routine problems using data
presented in pictograph
without scales.
M1SP-IVh-
4.1
65. tells whether an event is
likely or unlikely to happen.
M1SP-IVi-
7.1
66. describe events in real-life
situations using the phrases “
likely” or “unlikely to happen”.
e.g. Tomorrow it will rain.
M1SP-IVj-
8.1
Educational Projams

GLOSSARY
Accuracy the quality of being correct and precise.
Applying the skill of using concepts, procedures, algorithms and other mathematical constructs in practical situations and phenomena.
Communicating the use of notations, symbols, figures, equations and functions to convey mathematical ideas.
Computing the skill of calculating using correct algorithms, procedures and tools to arrive at a final exact result.
Conjecturing the skill of formulating mathematical theories that still need to be proven.
Connecting the skill of integrating mathematics to other school subjects and other areas in life.
Constructivism
the theory that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connects them to new ideas
that are encountered.
Context
a locale, situation, or set of conditions of students that may influence their study and use of mathematics to develop critical thinking and
problem solving skills.
Cooperative Learning learning that is achieved by working with fellow learners as they all engage in a shared task.
Creativity the skill of using available procedures in Mathematics and non-conventional methods to solve a problem and produce answers.
Critical Thinking
the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information
gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Scriven&
Paul, 1987).
Decision-making the skill of arriving at a choice or decision based on sound, logical procedures and mathematical analyses.
Discovery Learning learning that is achieved by allowing students to discover new ideas using their experiences (Bruner, 1961).
Estimating the skill of roughly calculating or judging a numerical value or quantity.
Experiential Learning learning that occurs by making sense of direct everyday experiences (Kolb, 1984)
Inquiry-based Learning learning that focuses on students asking questions and finding answers to their questions using their personal experiences.
Knowing and
Understanding
meaningful acquisition of concepts that include memorizing and recalling of facts and procedures
Mathematical Problem
Solving
finding a solution to a problem that is unknown (Polya, 1945 & 1962).
Modeling the use of functions and graphs to represent relationships between and among quantities in a phenomenon.
Objectivity
the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by subjective
conditions.
Educational Projams

GLOSSARY
Perseverance firmness in finishing a task despite difficulties and obstacles.
Productivity the quality of pursuing an activity to arrive at a meaningful and useful result or product.
Proving the skill of demonstrating the truth or falsity of a theory using reasoning and arguments.
Reasoning the process of explaining using sound analyses, following the rules of logic.
Reflective Learning learning that is facilitated by deep thinking.
Representing the use of figures and shapes, variables, equations and functions to concretize and illustrate quantities and their relationships.
Situated Learning learning in the same context in which concepts and theories are applied.
Solving to find the answer to an algebraic or mathematical problem using any procedures and tools available.
Visualizing
using one’s creativity and imagination to produce images, pictures and other means to represent and understand mathematical concepts
(MATHTED & SEI, 2010).
Educational Projams

Code Book Legend
Sample: M7AL-IIg-2
LEGEND SAMPLE
First Entry
Learning Area and
Strand/ Subject or
Specialization
Mathematics
M7
Grade Level Grade 7
Uppercase Letter/s
Domain/Content/
Component/ Topic
Patterns and Algebra AL
-
Roman Numeral
*Zero if no specific quarter
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
specific week
Week Week seven g
-
Arabic Number Competency
Solves problems involving
algebraic expressions
2
DOMAIN/ COMPONENT CODE
Number Sense NS
Geometry GE
Patterns and Algebra AL
Measurement ME
Statistics and Probability SP
Educational Projams

REFERENCES
Akihiko Takahashi, Ted Watanabe, and Makoto Yoshida. English Translation of the Japanese Mathematics Curricula in the course of Study, (Madison: Global Education
Resources L.L.C., 2008). http://ncm.gu.se/media/kursplaner/andralander/Japanese_COS2008Math.pdf
“Australian Math Curriculum,” Australian Curriculum, Assessment and Reporting Authority, accessed May 23, 2013,
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1&y=1&y=2&y=3&y=4&y=5&y=6&s=NA&s=MG&s=SP
Bureau of Elementary Education, 2002 Basic Education Curriculum, (Pasig City: Department of Education, 2002)
Bureau of Secondary Education, Department of Education. Basic Education Curriculum. Pasig City, 2002.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum Pasig City,1991.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies Philippine Secondary Schools Learning Competencies.
Pasig City, 1998.
Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.
California Department of Education, California Common Core States Standard: Mathematics (Electronic Edition), (California: Department of Education, 2013, 2014),
http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
Ministry of Education Singapore, Mathematics Syllabus Primary, (Singapore: Ministry of Education, 2006).
https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/sciences/files/2007-mathematics-%28primary%29-syllabus.pdf
South Africa Math Curriculum, Curriculum and Policy Statement, (South Africa: Department of Basic Education, 2011),
file:///C:/Users/BLimuaco/Downloads/CAPS%20IP%20%20MATHEMATICS%20GR%204-6%20web.pdf
Educational Projams

Math 1 Curriculum Guide rev.2016

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Math 1 Curriculum Guide rev.2016