DIARY CURRICULUM MAP

Subject: MATHEMATICS
Grade level: SEVEN (7)
Unit/Strands: NUMBER AND NUMBER SENSE
Teachers:

TERM UNIT TOPIC: STANDARDS COMPETENCIES ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL

(NO): SKILLS CORE VALUE
MONTH CONTENT
FIRST NUMBERS AND Content Standard: The learner
QUARTER NUMBER A.1 Define well-defined sets, subsets,
SENSE The learner universal sets and the null set and
demonstrates cardinality of sets.
• Sets understanding of A.2 Describe well-defined sets,
key concepts of sets subsets, universal sets, and the
and the real number null set and cardinality of sets.
system.
A.3 Identify the different set
operations.
Performance A.4 Illustrate the union and
Standard: intersection of sets and the
difference of two sets.
The learner is able A.5 Solve problems involving sets.
to formulate
challenging M.6 Use Venn Diagrams to represent
situations involving sets, subsets, and set operations.
sets and real M.7 Generalize the importance of
numbers and solve categorizing/grouping distinct
these in a variety of objects in real life situation.
strategies.
T.8 Solve real-life situations
involving sets.
NUMBERS AND Content Standard: The Learners should be able to:
NUMBER A.1 Represent the absolute value of a
SENSE The learner number on a number line as the
demonstrates distance of a number from 0.
• Real Number understanding of A.2 Identify the different subsets of
System key concepts of sets real numbers.
and the real number A.3 Illustrate the different subsets of
system. real numbers using number line.
M.4 Represent real-life situations
which involve real numbers.
Performance
Standard: A.5 Determine between what two
integers the square root of a
The learner is able number is.
to formulate A.6 Estimate the square root of a
challenging whole number to the nearest
situations involving hundredth.
sets and real A.7 Describe principal roots and tell
numbers and solve whether they are rational or
these in a variety of irrational.
strategies.
A.8 Arrange rational numbers on a
number line.
Transfer Goal: A.9 Plot irrational numbers (up to
square roots) on a number line.
The students on
their own and in the A.10 Express rational numbers from
long run will be fraction form to decimal form
able to solve real- and vice versa.
life situations
accurately and with A.11 Arrange real numbers in
appropriate increasing or decreasing order.
representation and
use this to create a A.12 Identify the different properties
plan for them to of operations on the set of
integers.
make a sound A.13 Illustrate the different properties
decision. of operations on the set of
integers.
Enduring A.14 Apply the different properties of
Understanding: operations on the set of
integers.
Students will A.15 Perform fundamental operations
understand that the on integers.
use of appropriate A.16 Perform operations on rational
representations/strat numbers.
egies yields to a A.17 Solve problems involving real
sound decision in numbers.
solving any real-life M.18 Generalize that using
situation. appropriate
representation/strategies in
real-life situation yields to
Essential sound decision
Questions: T.19 Solve real-life situations
involving real numbers using a
How does a person variety of strategies.
come up with a
sound decision in A.20 Write numbers in scientific
solving any real-life notation and vice versa.
situation?

How the use of

appropriate
representations/strat
egies help a person
in solving real-life
situation?