Republic of the Philippines

Department of Education
DepEd Complex,
Meralco Avenue
PasigCity

ENHANCED K to 12 CURRICULUM GUIDE

MATHEMATICS(GRADE 7 - GRADE 10)

October 10, 2014

 K TO 12 MATHEMATICS

CONCEPTUAL FRAMEWORK

Mathematics is one subject that pervades life at any age, 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. We adopt the definition of critical thinking by
Scriven and Paul (1987):

Critical thinking is 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.

On the other hand, we define Problem Solving in mathematics using Polya’s (1945 & 1962) definition:

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, recognizing as well 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 modeling;
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 needed in teaching mathematics. These include: manipulative objects, measuring devices,
calculators and computers, Smartphones 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, and learner’s prior
knowledge and experiences.

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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 on 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 and meaning of their
experiences.

Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his own experiences and connects
them to new ideas that are encountered.

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 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.

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 K TO 12 MATHEMATICS

Figure
K to 12 Curriculum Guide version as of August 2013 1. The Conceptual Framework of Mathematics Education
MATHEMATICS 4
 K TO 12 MATHEMATICS

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 includes concepts of numbers, properties, operations, estimation and their applications.

Measurement as a strand includes the use of numbers and measures to describe, understand and compare mathematical and concrete objects. It
focuses on attributes such as length, mass and weight, capacity, time, money and temperature among others, 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
modeling and proofs.

Patterns and Algebra as a strand studies patterns, relationships and changes among shapes and quantities and 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 and outcomes.

The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it provides 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 our beloved country, the
Philippines.

Description for the Enhanced Math___

ENHANCED MATHEMATICS GRADES 7 TO 10

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The mathematics curriculum of the Special Curricular Program in Science, Technology, Engineering and Mathematics (STEM)
covers the contents of the mathematics of the regular Junior High School curriculum. The existing topics of the regular Grades 7 to 10
Mathematics are enriched and selected topics from the additional subjects, Advanced Statistics and Linear Algebra in the Regional
Science High School curriculum are integrated.
The enriched mathematics subjects are intended for learners with aptitude and interest in mathematics to further hone their
mathematical skills and to adequately prepare them for the Senior High School STEM track.

Enriched Grade 7 Mathematics

The enrichment topics in Grade 7 Mathematics are power sets and other kinds of sets, cross product of two sets and the complement
of a set, operations on measurements involving significant figures, square of a multinomial, word problems on number relation, age,
geometric, mixture, coin, investment, motion, work and clock, difference between descriptive statistics and inferential statistics, pictogram and
frequency polygon.

Enriched Grade 8 Mathematics

The enrichment topics in Grade 8 Mathematics are graphing linear equations given a slope and an intercept, finding the equation of a
line given the intercepts, solving problems involving Diophantine Equations and solving simple linear programming problems.

The topics from Linear Algebra which are integrated in Grade 8 Mathematics are solving a system of linear equations in two variables
by determinants (Cramer’s Rule) and solving problems involving systems of linear equations in two variables including area of triangle, test for
collinear points, and two-point form of the equation of line.

The topic from Advanced Statistics which is integrated in Grade 8 Mathematics is the functional relationship between two or more
variables using linear correlation and regression.

Enriched Grade 9 Mathematics

The topics from Advanced Statistics which are integrated in Grade 9 Mathematics are computing and interpreting the coefficients of
skewness and kurtosis of a given set of data, identifying the regions under the normal curve corresponding to different standard normal
values, converting a normal random variable to a standard normal variable and vice versa, computing probabilities and percentiles using the
normal standard table, illustrating null hypothesis, alternative hypothesis, level of significance, rejection region, types of error in hypothesis
testing, formulating the appropriate null and alternative hypothesis on a population mean and computing for the test statistic value and drawing
conclusions about a population based on test statistic values and region of rejection.

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The above mentioned topics are placed in the First Quarter to prepare the learners in Research III.

The enrichment topics for Geometry are the principles of similarity in transformation, tessellation and tiling of figures while in
Trigonometry, the law of tangents is included as part of enrichment.

Enriched Grade 10 Mathematics

The enrichment topics in Grade 10 Mathematics are the use of Descartes’ rule of signs in determining the number of positive and
negative real zeros of a polynomial function, finding the rational zeros of a polynomial function using the Rational Root Theorem and
determining the upper and lower bounds for real zeros of a polynomial function.

The topics from Advanced Statistics which are integrated in Grade 10 Mathematics are deriving the formula for finding the number of
permutations of n distinct objects arranged in a circle, deriving the formula for finding the number of distinct permutations of n things of which
n1 are of one kind, n2 of a second kind,…, nk of a kth kind and solving problems involving conditional probability and interpreting data
presented in a Box-and-Whisker plot.

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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
At the end of Grade 3, the learner demonstrates
understanding and appreciation of key concepts
and skills involving numbers and number sense,
measurement, geometry, patterns and algebra,
statistics and probability as applied, using
appropriate technology, in critical thinking, problem
solving, reasoning, communicating, making
connections, representations and decisions in real
life.
4–6
At the end of Grade 6, the learner demonstrates
understanding and appreciation of key concepts
and skills involving numbers and number sense,
measurement, geometry, patterns and algebra,
statistics and probability as applied, using
appropriate technology, in critical thinking, problem
solving, reasoning, communicating, making
connections, representations and decisions in real
life.
7 – 10
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 and 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.

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GRADE LEVEL STANDARDS:

GRADE LEVEL GRADE LEVEL STANDARDS

The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 20, space and
K measurement, simple geometric figures, pre-algebra concepts and data collection as applied, using appropriate technology, in critical
thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 100, fractions,
GRADE 1 measurement, simple geometric figures, pre-algebra concepts, data collection and representation as applied, using appropriate
technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in
real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 1 000, fractions,
measurement and geometric figures, pre-algebra concepts, data collection, representation and analysis as applied, using
GRADE 2
appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and
decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 10 000,
fractions, measurement, geometric figures, pre-algebra concepts, data collection, representation and analysis as applied, using
GRADE 3 appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and
decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 100 000,
fractions, decimals including money, ratio, angles, plane figures like square, rectangle, and triangle, measurement (perimeter, area
GRADE 4 of triangle, parallelogram and trapezoids, volume of cubes and rectangular prisms, pre-algebra concepts, data collection,
representation and analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning,
communicating, making connections, representations and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 10 000 000,
fractions, decimals including money, ratio, percent, geometry (circles and five or more-sided polygons), measurement
GRADE 5 (circumference, area of circle, volume of cubes and rectangular prisms, temperature) ,pre-algebra concepts, data collection,
representation and analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving fractions, decimals including money,
ratio and proportion, percent, rate, integers,geometry (spatial figures), measurement (surface area, volume, meter reading), pre-
GRADE 6 algebra concepts, data collection, representation and analysis, probability, expressions and equations as applied, using appropriate
technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real
life.
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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), statistics and
GRADE 7
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 connections, representations and decisions in
real life.
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
GRADE 8 lines), statistics and probability (probability of simple events, linear correlation and regression) as applied, using appropriate
technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in
real life.
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), geometry (parallelograms and triangle
GRADE 9 similarities and basic concepts of trigonometry), statistics and probability (normal standard distribution) as applied, using
appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and
decisions in real life.
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), statistics and probability
GRADE 10 (combinatorics and probability, measures of position and measures of skewness and kurtosis) as applied, using appropriate
technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in
real life.

Time Allotment:

Grade 1 2 3 4 5 6 7 8 9 10
Daily 50 mins 50 mins 50 mins 50 mins 50 mins

Weekly 6 hours 6 hours 6 hours 6 hours 6 hours

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 K TO 12 MATHEMATICS
GRADE 7

CONTENT/STRAND CONTENT PERFORMANCE LEARNING COMPETENCIES CODE

STANDARDS STANDARDS NUMBERS

Numbers and The learner The learner is able to The learner…

Number Sense demonstrates formulate challenging
understanding of key situations involving sets  describes well-defined sets, subsets, universal sets and M7NS-Ia-1
concepts of sets and and real numbers and the null set, cardinality of sets, power sets and other
the real number solve these in a variety kinds of sets.
system including of strategies including
power sets and other power sets and other  illustrates the union, intersection, difference, and cross M7NS-Ia-2
kinds of sets, cross kinds of sets, cross product of two sets, and the complement of a set.
product of two sets product of two sets
and the complement and the complement  uses Venn Diagrams to represent sets, subsets and set M7NS-Ib-1
of a set. of a set. operations.

 solves problems involving sets. M7NS-Ib-2

 represents the absolute value of a number on a number M7NS-Ic-1

line as the distance of the number from 0.

 performs fundamental operations on integers. M7NS-Ic-2-Id-1

 illustrates the different properties of operations on the M7NS-Id-2

set of integers.

 expresses rational numbers from fraction form to M7NS-Ie-1

decimal form and vice versa.

 arranges rational numbers on a number line. M7NS-Ie-2

 performs operations on rational numbers. M7NS-If-1

 describes principal roots and tells whether they are M7NS-Ig-1

rational or irrational.
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 K TO 12 MATHEMATICS

 determines between what two integers the square root M7NS-Ig-2

of a number is.

 estimates the square root of a whole number to the M7NS-Ig-3

nearest hundredth.

 plots irrational numbers (up to square roots) on a M7NS-Ig-4

number line.***

 illustrates the different subsets of real numbers. M7NS-Ih-1

 arranges real numbers in increasing or decreasing M7NS-Ih-2

order.

 writes numbers in scientific notation and vice versa. M7NS-Ii-1

 represents real-life situations which involve real

numbers. M7NS-Ii-2

 solves problems involving real numbers. M7NS-Ij-1

Measurement The learner The learner is able to The learner …

demonstrates formulate real-life
understanding of the key problems involving  illustrates what it means to measure. M7ME-IIa-1
concepts of measurements and solve
measurement that these using a variety of  describes the development of measurement from the M7ME-IIa-2
includes precision and strategies. primitive to the present international system of units.
accuracy and
significant figures.  illustrates precision and accuracy of M7ME-IIa-3
measurement.
M7ME-IIb-1
 performs operations on measurements involving
significant figures.
M7ME-IIb-2
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 K TO 12 MATHEMATICS
 approximates the measures of quantities particularly
length, weight/mass, volume, time, angle, temperature
and rate.
M7ME-IIb-3
 converts measurements from one unit to another in
both Metric and English system.***
M7ME-IIb-4
 solves problems involving conversion of units of
measurement.***

Patterns and The learner The learner is able to The learner …

Algebra demonstrates model situations using
understanding of key oral, written, graphical  translates English phrases to mathematical phrases M7AL-IIc-1
concepts of algebraic and algebraic methods in and vice versa.
expressions including the solving problems
square of a involving algebraic  interprets the meaning of an where n is a positive M7AL-IIc-2
multinomial, the expressions, linear integer.
properties of real equations and
numbers as applied in inequalities in one  differentiates between constants and variables in a M7AL-IIc-3
linear equations and variable. given algebraic expression.
inequalities in one
variable and problem  evaluates algebraic expressions for given values of the M7AL-IIc-4
solving involving variables.
equations and
inequalities in one  classifies algebraic expressions which are polynomials M7AL-IIc-5
variable, e.g. number according to degree and number of terms.
relations, age,
geometry, mixture,  adds and subtracts polynomials. M7AL-IId-1
coin, investment,
motion, work and
 derives the laws of exponent. M7AL-IId-2
clock.
 multiplies and divides polynomials. M7AL-IIe-1

 uses models and algebraic methods to find the: (a) M7AL-IIe-2-g-1

product of two binomials; (b) product of the sum and
difference of two terms; (c) square of a binomial; (d)
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 K TO 12 MATHEMATICS
square of multinomial (e) cube of a binomial; (e)
product of a binomial and a trinomial. ***

 solves problems involving algebraic expressions. M7AL-IIg-2

 differentiates between algebraic expressions and M7AL-IIh-1

equations.

 translates English sentences to mathematical M7AL-IIh-2

sentences and vice versa.

 differentiates between equations and inequalities. M7AL-IIh-3

 illustrates linear equation and inequality in one M7AL-IIh-4

variable.

 finds the solution of linear equation and inequality in M7AL-IIi-1

one variable.

 solves linear equation and inequality in one variable M7AL-IIi-2-j-1

involving absolute value by: (a) graphing; (b) algebraic
methods.

 solves problems involving equations and inequalities in M7AL-IIj-2

one variable including problems on number
relation, age, geometric, mixture, coin, investment,
motion, work and, clock.

Geometry The learner The learner is able to The learner …

demonstrates create models of plane
understanding of key figures and formulate and  represents point, line and plane using concrete and M7GE-IIIa-1
concepts of geometry of solve accurately pictorial models.
shapes and sizes, and authentic problems
geometric relationships. involving sides and  illustrates subsets of a line. M7GE-IIIa-2
angles of a polygon.
 classifies the different kinds of angles. M7GE-IIIa-3

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 derives relationships of geometric figures using M7GE-IIIb-1
measurements and by inductive reasoning;
supplementary angles, complementary angles, equal
angles, vertical angles, adjacent angles, linear pairs,
perpendicular lines and parallel lines.***

 derives relationships among angles formed by parallel M7GE-IIIc-1

lines cut by a transversal using measurement and by
inductive reasoning.

 uses a compass and straightedge to bisect line M7GE-IIId-1-e-1

segments and angles and construct perpendiculars
and parallels.

 illustrates polygons: (a) convexity; (b) angles and (c) M7GE-IIIe-2

sides.

 derives inductively the relationship of exterior and M7GE-IIIf-1

interior angles of a convex polygon.

 illustrates a circle and the terms related to it: radius, M7GE-IIIg-1

diameter chord, center, arc chord central angle and
inscribed angle.

 constructs triangles, squares, rectangles, regular M7GE-IIIh-1-i-1

pentagons and regular hexagons.
M7GE-IIIj-1
 solves problems involving sides and angles of a
polygon.

Statistics and The learner The learner is able to The learner …

Probability demonstrates differentiate between
M7SP-IVa-1
understanding of key descriptive and inferential  explains the importance of Statistics.
concept, uses and statistics, collect and
importance of Statistics, organize data  differentiates descriptive statistics from inferential M7SP-IVa-2
the difference between systematically including statistics.
descriptive and the use of pictogram and
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 K TO 12 MATHEMATICS
inferential statistics, frequency polygon,  poses problems that can be solved using Statistics.
data collection/gathering compute accurately M7SP-IVa-3
and the different forms measures of central  formulates simple statistical instrument.
of data representation tendency and variability, M7SP-IVa-4
including pictogram and apply these  gathers statistical data.
and frequency polygon, appropriately in data M7SP-IVb-1
measures of central analysis and  organizes data in a frequency distribution table.
tendency, measures of interpretation in different M7SP-IVc-1
variability and fields.  uses appropriate graphs to represent organized data:
probability. pie chart, bar graph, line graph, pictogram, histogram, M7SP-IVd-1-e-1
frequency polygon, and ogive.***

 illustrates the measures of central tendency (mean,

median and mode) of a statistical data. M7SP-IVf-1

 calculates the measures of central tendency of

ungrouped and grouped data.*** M7SP-IVf-2-g-1

 illustrates the measures of variability (range, average

deviation, variance, standard deviation) of a statistical M7SP-IVh-1
data.

 calculates the measures of variability of grouped and

ungrouped data.*** M7SP-IVh-2-i-1

 uses appropriate statistical measures in analyzing and

interpreting a statistical data. M7SP-IVj-1

 draws conclusions from graphic and tabular data and

measures of central tendency and variability. M7SP-IVj-2

*** Suggestion for ICT enhanced lesson when available and where appropriate

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GRADE 8

CONTENT/STRAN CONTENT PERFORMANCE LEARNING COMPETENCIES CODE

D STANDARDS STANDARDS NUMBERS

Patterns and The learner The learner is able to The learner…

Algebra demonstrates formulate real-life
understanding of key problems involving factors  factors completely different types of polynomials M8AL-Ia-1-b-1
concepts of factors of of polynomials, rational (polynomials with common monomial factor, difference
polynomials, rational algebraic expressions, of two squares, sum and difference of two cubes,
algebraic expressions, linear equations including perfect square trinomials, and general trinomials).
linear equations graphs, the Diophantine
including graphing linear Equations, inequalities in  solves problems involving factors of polynomials. M8AL-Ib-2
equations given the two variables, systems of
slope and an intercept, linear equations including  illustrates rational algebraic expressions. M8AL-Ic-1
finding the equation of a the use of determinants,
line given the intercepts, inequalities in two  simplifies rational algebraic expressions. M8AL-Ic-2
solving problems variables, linear functions,
involving Diophantine and solve these problems  performs operations on rational algebraic expressions.
equations, solving a accurately using a variety M8AL-Ic-2-d-1
system of linear of strategies.  solves problems involving rational algebraic
equations using M8AL-Id-2
expressions.
determinants and
solving problems
 illustrates the rectangular coordinate system and its M8AL-Ie-1
involving system of
uses.***
linear equations including
area of triangle, test for
 plots points on the coordinate plane. *** M8AL-Ie-2
collinear points and
two-point form of
equation of line and  graphs linear equations in two variables. M8AL-Ie-3
inequalities in two
variables, systems of  illustrates the slope of a line. M8AL-Ie-4
linear equations and
inequalities in two  finds the slope of a line given two points, equation and M8AL-Ie-5
variables and linear graph.
functions.
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 writes the linear equation ax + by = c in the form M8AL-If-1
y = mx + b and vice versa.

 graphs a linear equation given (a) any two points; M8AL-If-2

(b) the x – and y – intercepts; (c) the slope and a point
on the line, and (d) a slope and an intercept.***

 describes the graph of a linear equation in terms of its M8AL-If-3

intercepts and slope.***

 finds the equation of a line given (a) two points; (b) the M8AL-Ig-1
slope and a point; (c) the slope and its intercepts, and
(d) the intercepts.

 solves problems involving linear equations in two M8AL-Ig-2

variables.

 illustrates a system of linear equations in two M8AL-Ig-3

variables.

 solves problems involving Diophantine Equations

M8AL-Ih-1
 graphs a system of linear equations in two M8AL-Ih-2
variables.***
M8AL-Ii-1
 categorizes when a given system of linear equations in
two variables have graphs that are parallel,
intersecting and coinciding.

 solves a system of linear equations in two variables by M8AL-Ii-2-j-1

(a) graphing; (b) substitution; (c) elimination.***
(d) determinants (Cramer’s Rule)

 solves problems involving systems of linear equations M8AL-Ij-3

in two variables including area of triangle, test for
collinear points, and two-point form of the
equation of line.
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 K TO 12 MATHEMATICS

Patterns and The learner The learner is able to The learner…

Algebra demonstrates formulate and solve
understanding of key accurately real-life  illustrates linear inequalities in two variables. M8AL-IIa-1
concepts of linear problems involving linear
inequalities in two inequalities in two  differentiates linear inequalities in two variables from M8AL-IIa-2
variables, systems of variables, systems of linear equations in two variables.
linear inequalities in two linear inequalities in two
variables including variables including simple  graphs linear inequalities in two variables. M8AL-IIa-3
simple linear linear programming and
programming and linear linear functions.  solves problems involving linear inequalities in two
functions. M8AL-IIa-4
variables.

 solves a system of linear inequalities in two

M8AL-IIb-1
variables.***

 solves problems involving systems of linear

M8AL-IIb-2
inequalities in two variables.

 solves simple linear programming problems. M8AL-IIc-1

 illustrates a relation and a function. M8AL-IIc-2

 verifies if a given relation is a function. M8AL-IIc-3

 determines dependent and independent variables. M8AL-IIc-4

 finds the domain and range of a function. M8AL-IId-1

 illustrates a linear function. M8AL-IId-2

 graphs a linear function (a) domain; (b) range; (c) table M8AL-Iid-3-e-1
of values; (d) intercepts; and (e) slope.

 solves problems involving linear functions. M8AL-IIe-2

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 K TO 12 MATHEMATICS

Geometry The learner The learner is able to The learner …

demonstrates communicate
understanding of key mathematical thinking  determines the relationship between the hypothesis M8GE-IIf-1
concepts of logic and with coherence and clarity and the conclusion of an if-then statement.
reasoning. in formulating and
analyzing arguments.  transforms a statement into an equivalent if-then M8GE-IIf-2
statement.

 determines the inverse, converse and contrapositive M8GE-IIg-1

of an if-then statement.

 illustrates the equivalences of: (a) the statement and M8GE-IIg-2

its contrapositive; (b) the converse and inverse of a
statement.

 uses inductive or deductive reasoning in an argument. M8GE-IIh-1

 writes a proof (both direct and indirect). M8GE-IIi-2-j-1

Geometry The learner The learner is able to … The learner …

demonstrates
understanding of key  formulate an  describes a mathematical system. M8GE-IIIa-1
concepts of axiomatic organized plan to
structure of geometry, handle a real-life  illustrates the need for an axiomatic structure of a M8GE-IIIa-2-c-1
triangle congruence. situation. mathematical system in general, and in Geometry in
particular: (a) defined terms; (b) undefined terms; (c)
 communicate postulates and (d) theorems.
mathematical thinking
with coherence and  illustrates triangle congruence.*** M8GE-IIId-1
clarity in formulating,
investigating,  illustrates the SAS, ASA and SSS congruence M8GE-IIId-e-1
analyzing, and solving postulates.***
real-life problems
involving congruent  solves corresponding parts of congruent triangles. M8GE-IIIf-1
triangles using
K to 12 Curriculum Guide version as of August 2013 MATHEMATICS 20
 K TO 12 MATHEMATICS
appropriate and  proves two triangles are congruent. M8GE-IIIg-1
accurate
representations.  proves statements on triangle congruence. M8GE-IIIh-1

 applies triangle congruence to construct perpendicular M8GE-IIIi-1-j-1

lines and angle bisectors.

Geometry The learner The learner is able to The learner …

demonstrates
understanding of key
concepts of inequalities
in a triangle, and parallel
and perpendicular lines.
communicate
mathematical thinking  illustrates theorems on triangle inequalities (Exterior M8GE-IVa-1
with coherence and clarity Angle Inequality Theorem, Triangle Inequality
in formulating, Theorem, Hinge Theorem).***
investigating, analyzing,
and solving real-life  applies theorems on triangle inequalities. M8GE-IVb-1
problems involving
triangle inequalities, and  proves inequalities in a triangle. M8GE-IVc-1
parallelism and
perpendicularity of lines  proves properties of parallel lines cut by a M8GE-IVd-1
using appropriate and transversal.***
accurate representations.
 determines the conditions under which lines and M8GE-IVe-1
segments are parallel or perpendicular.

Statistics and The learner The learner is able to The learner …

Probability demonstrates
understanding of key
concepts of probability,
linear correlation and
regression.
formulate and solve
practical problems  illustrates an experiment, outcome, sample space M8SP-IVf-1
involving probability of and event.***
simple events, linear
correlation and  counts the number of occurrences of an outcome in M8SP-IVf-g-1
regression. an experiment: (a) table; (b) tree diagram; (c)
systematic listing (d) fundamental counting
principle.***

 finds the probability of a simple event. M8SP-IVh-1

 illustrates an experimental probability and a M8SP-IVi-1

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 K TO 12 MATHEMATICS
theoretical probability.

 solves problems involving probabilities of simple M8SP-IVi-1

events.
 describes the functional relationship between two M8SP-IVj-1
or more variables using linear correlation and
regression

*** Suggestion for ICT enhanced lesson when available and where appropriate

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 K TO 12 MATHEMATICS

GRADE 9

Geometry The learner The learner is able to The learner …

demonstrates apply the concepts of
understanding of the trigonometric ratios  illustrates the six trigonometric ratios: sine, cosine, M9GE-IVa-1
basic concepts of including the law of tangent, secant, cosecant and cotangent.
trigonometry including tangent to formulate and
the law of tangent. solve real-life problems  finds the trigonometric ratios of special angles. M9GE-IVb-1
with precision and
accuracy.  illustrates angles of elevation and angles of M9GE-IVc-1
. depression.

 uses trigonometric ratios to solve real-life problems M9GE-IVd-1-e-1

involving right triangles. ***

 illustrates laws of sines, cosines and tangents. M9GE-IVf-1-g-1

 solves problems involving oblique triangles.*** M9GE-IVh-1-j-1

*** Suggestion for ICT enhanced lesson when available and where appropriate

GRADE 10

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE

STANDARDS STANDARDS NUMBERS

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 K TO 12 MATHEMATICS

Patterns The learner The learner is able to The learner …

and Algebra demonstrates formulate and solve
understanding of key problems involving  generates pattern.*** M10AL-Ia-1
concepts of sequences, sequences, series,
series, polynomials and polynomials and  illustrates an arithmetic sequence. M10AL-Ib-1
polynomial equations. polynomial equations in
different disciplines.  determines arithmetic means and nth term of an M10AL-Ib-2-c-1
through appropriate and arithmetic sequence.***
accurate representations.
 finds the sum of the terms of a given arithmetic M10AL-Ic-2
sequence.***

 illustrates a geometric sequence. M10AL-Id-1

 differentiates a geometric sequence from an M10AL-Id-2

arithmetic sequence.

 differentiates a finite geometric sequence from an M10AL-Id-3

infinite geometric sequence.
M10AL-Ie-1
 determines geometric means and nth term of a
geometric sequence.***

 finds the sum of the terms of a given finite or infinite M10AL-Ie-2

geometric sequence.***
M10AL-If-1
 illustrates other types of sequences (e.g., harmonic,
Fibonacci).***

 solves problems involving sequences and series.

M10AL-If-2
 performs division of polynomials using long division M10AL-Ig-1
and synthetic division.

 proves the Remainder Theorem and the Factor M10AL-Ig-2

Theorem.
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 K TO 12 MATHEMATICS

 factors polynomials. M10AL-Ih-1

 illustrates polynomial equations. M10AL-Ii-1

 proves Rational Root Theorem. M10AL-Ii-2

 solves polynomial equations. M10AL-Ii-3

 solves problems involving polynomials and polynomial M10AL-Ij-1

equations.

Patterns The learner The learner is able to The learner …

and Algebra demonstrates conduct systematically a
understanding of key mathematical  illustrates polynomial functions. M10AL-IIa-1
concepts of polynomial investigation involving
function including polynomial functions in  graphs polynomial functions.*** M10AL-IIa-2
Descartes’ rule of different fields including
signs, the Rational Descartes’ rule of  uses Descartes’ rule of signs to determine the M10AL-IIb-1
Root Theorem, the signs, the Rational Root number of positive and negative real zeros of a
upper and lower Theorem, the upper and polynomial function.
bounds for real zeros lower bounds for real
of a polynomial zeros of a polynomial
function. function.  finds the rational zeros of a polynomial function M10AL-IIb-2
using the Rational Root Theorem.

 determines the bounds (upper and lower) for real M10AL-IIb-3

zeros of a polynomial function.

 solves problems involving polynomial functions. M10AL-IIc-1

Geometry The learner The learner is able to … The learner …

demonstrates
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 K TO 12 MATHEMATICS
understanding of key formulate and find  derives inductively the relations among chords, arcs, M10GE-IId-1
concepts of circles and solutions to challenging central angles and inscribed angles.
coordinate geometry. situations involving
circles and other related  proves theorems related to chords, arcs, central M10GE-IId-2
terms in different angles and inscribed angles.
disciplines through
appropriate and  illustrates secants, tangents, segments and sectors of M10GE-IIe-1
accurate a circle.
representations.
 proves theorems on secants, tangents and segments. M10GE-IIe-2-f-1

 solves problems on circles.

M10GE-IIf-2

formulate and solve  derives the distance formula. M10GE-IIg-1

problems involving
geometric figures on the  applies the distance formula to prove some geometric M10GE-IIg-2
rectangular coordinate properties.
plane with perseverance
and accuracy.  illustrates the center-radius form of the equation of a M10GE-IIh-1
circle.

 determines the center and radius of a circle given its M10GE-IIh-2

equation and vice versa.

 graphs a circle and other geometric figures on the M10GE-IIi-1

coordinate plane.***

 solves problems involving geometric figures on the M10GE-IIi-j-1

coordinate plane.

Statistics The learner demonstrates The learner is able to use The learner …
and Probability understanding of key precise counting
concepts of technique and probability  illustrates the permutation of objects. M10SP-IIIa-1
combinatorics and in formulating
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 K TO 12 MATHEMATICS
probability including conclusions and making  derives the formula for finding the number of M10SP-IIIa-2
circular permutations decisions including permutations of n objects taken r at a time.
and the number of circular permutations,
distinct permutations permutations where  derives the formula for finding the number of M10SP-IIIb-1-b-2
of n things of which n1 some objects are alike permutations of n distinct objects arranged in a
are of one kind, n2 of a and conditional circle.
second kind,…, nk of a probability. M10SP-IIIb-3-b-4
kth kind, solving  derives the formula for finding the number of
problems involving distinct permutations of n things of which n1 are
conditional probability of one kind, n2 of a second kind,…, nk of a kth
and interpreting data kind. M10SP-IIIb-5
presented in a Box-
and-Whisker plot.  solves problems involving permutations. M10SP-IIIc-1

 illustrates the combination of objects. M10SP-IIId-1

 differentiates permutation from combination of n

objects taken r at a time. M10SP-IIId-2-e-1

 derives the formula for finding the number of

combinations of n objects taken r at a time. M10SP-IIIf-1

 solves problems involving permutations and

combinations. M10SP-IIIg-1

 illustrates events, and the union and intersection of

events. M10SP-IIIg-2

 illustrates the probability of a union of two events. M10SP-IIIh-1

 finds the probability of (A  B). M10SP-IIIh-2

M10SP-IIIi-j-1
 illustrates independent events.

 solves problems involving probability including

conditional probability.

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 K TO 12 MATHEMATICS

Statistics and The learner The learner is able to The learner …

Probability demonstrates conduct systematically a
understanding of key mini-research applying  illustrates the following measures of position: quartiles, M10SP-IVa-1
concepts of measures of the different statistical deciles and percentiles.***
position. methods.
 calculates a specified measure of position (e.g. 90th M10SP-IVb-1-c-1
percentile) of a set of data.

 interprets measures of position. M10SP-IVc-2

 interprets data presented in a Box-and-Whisker M10SP-IVd-1

plot.
M10SP-IVe-1
 solves problems involving measures of position.
M10SP-IVf-1-g-1
 formulates statistical mini-research.
M10SP-IVh-1-j-1
 uses appropriate measures of position and other
statistical methods in analyzing and interpreting
research data.***

*** Suggestion for ICT enhanced lesson when available and where appropriate

GLOSSARY

Diophantine equation – a polynomial equation in two or more unknowns such that the only solutions are integers.

Descartes’ rule of signs – a technique for determining the number of positive or negative real roots of a polynomial.

Rational Root Theorem – a theorem which gives a procedure for obtaining a list of useful first guesses when trying to find the zeros or roots of a
polynomial.
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 K TO 12 MATHEMATICS

Tessellation – the tiling of a plane using one or more geometric shapes, called tiles, with no overlaps and no gaps.
Descriptive Statistics – Statistics used to describe the basic features of a set of data
Inferential Statistics – Statistics used to make inferences from a set of data.
Linear Correlation – a measure used to determine whether there is a relationship between two variables and can be easily visualized using scatter
diagrams.
Linear Regression – finding the best-fitting straight line though a set of points.
Skewness – a measure of the degree of asymmetry of a distribution.
Kurtosis – a measure of the peakedness or flatness of a distribution.
Power set – the set of all subsets of a given set.
Cross product of two sets – the set of ordered pairs of elements of two sets. For instance, the cross product of two sets A and B, denoted by A x B, is the
set of ordered pairs (a, b) where a is an element of A and b is an element of B.
Complement of a set – the set of all elements which are not in the given set.

K to 12 Curriculum Guide version as of August 2013 MATHEMATICS 29