Complete Curriculum PDF

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
Alternative Learning System

K to 12 Basic Education Curriculum
May 2019
Tanggapan ng Kalihim
Office of the Secretary
Deparment of Education
Office of the Assistant Secretary
ALTERNATIVE LEARNING SYSTEM
MESSAGE
The road to the finalization and roll-out of the Alternative Learning
System (ALS) K to 12 Basic Education Curriculum (BEC) has never been
easy. But the persistence of the Department of Education’s (DepEd) ALS
Task Force and the contribution of our mobile teachers, instructional
managers, literacy volunteers, District ALS Coordinators, ALS Regional and
Division focal persons, partners and stakeholders made the enhanced
curriculum possible.
In turn, this enhanced ALS curriculum is expected to pave the

way to better opportunities for out-of-school youth and adult (OSYA)
learners through harmonized policies and strategic program
implementation. Focusing on skills on Information, Media and Technology,
Learning and Innovation, Communication, and Life and Career, the
expanded ALS curriculum aims to ensure that ALS learners are on par
with learners of the formal K to 12 Curriculum – equipped with the
knowledge and competencies required to thrive in the 21st century.
To our ALS learners, may this improved curriculum enable you to

develop into productive and confident individuals that your family, your
community, and our country need. May ALS 2.0 and ALS K to 12 BEC
provide you the pathway to improved livelihood, transformed lives, and
realized dreams.
I extend my sincerest gratitude to everyone who tirelessly support

the ALS Program despite the challenges. May we never waver in hard
work, dedication, and integrity.
Pasig City
TABLE OF CONTENTS
Learning Strand Page
LS 1 Communication Skills
English 1
Filipino 40
LS 2 Scientific and Critical Thinking Skills 72
LS 3 Mathematical and Problem Solving Skills 113
LS 4 Life and Career Skills 171
LS 5 Understanding the Self and Society 192
LS 6 Digital Citizenship 247
Additional Competencies for Basic Literacy
LS 1 Communication Skills
English 280
Filipino 283
Pasig City
PERFORMANCE NUMBER OF
LEARNING STRAND PAGE
STANDARD COMPETENCE
LS 1 Communication Skills 1
English PSA 7 35
PSB 12 84
PSC 21 28
PSD 25 60
PSE 34 34
T0TAL - 241
Filipino PPA 46 40
PPB 52 36
PPC 57 39
PPD 61 62
PPE 67 27
TOTAL - 204
LS 2 Scientific and Critical Thinking Skills 72
PSA 77 26
PSB 80 7
PSC 82 16
PSD 84 135
PSE 99 61
PSF 105 77
TOTAL - 322
PSA 117 6
PSB 118 149
PSC 136 59
PSD 142 105
PSE 158 86
PSF 164 50
TOTAL - 455
STANDARD COMPETENCE
LS 4 Life and Career Skills 171
PSA 174 25
PSB 178 22
PSC 181 19
PSD 183 12
PSE 184 30
PSF 188 16
T0TAL - 124
LS 5 Understanding the Self and Society 192
PSA 196 40
PSB 204 38
PSC 207 53
PSD 215 32
PSE 219 10
PSF 220 5
PSG 221 55
PSH 226 32
PSI 234 23
PSJ 236 55
PSK 242 11
PSL 243 10
TOTAL - 364
STANDARD COMPETENCE
LS 6 Digital Citizenship 247
PSA 251 12
PSB 253 6
PSC 255 92
PSD 271 12
PSE 274 7
PSF 275 13
T0TAL - 142
Additional Competencies for Basic Literacy
LS 1 Communication Skills 280
English PSD 281 7
PSE 282 5
T0TAL - 12
Filipino 283
PPD 284 12
PPE 285 2
T0TAL - 14
PSB 286 7
PSC 286 2
PSD 286 3
PSE 287 1
PSF 287 3
TOTAL - 16
Pasig City

Learning Strand 1
COMMUNICATION SKILLS: ENGLISH
(BL to JHS)
May 2019
Alternative Learning System K to 12 Basic Education Curriculum (ALS K to 12 BEC)
Learning Strand 1: Communication Skills English
The main thrust of Learning Strand (LS) 1, English is Communication Skills which seeks to develop the ability of out-of-school youth and adults to
access, critically process, and effectively use available information in a variety of media so as to:
 function effectively as a member of the family, community, nation, and the world; and
 participate actively in community and economic development.
Learning Strand 1 involves the five macro skills namely, listening purposively and critically; speaking clearly and appropriately; viewing to
demonstrate critical understanding and interpretation of visual media; reading to process and critically use information from a wide range of written materials
and other forms of media, and express one’s ideas and feelings clearly and effectively in writing.
The framework of Learning Strand 1, English is schematically presented below.
Ability to access, critically

process, and effectively use
information
Access Process and Use
Listening Speaking Viewing Reading Writing
Effective functioning as a Active participation in

member of the family, community and economic
community, nation, and the development
world
May 2019 Page 2

The content and performance standards, and competencies and skills in this Learning Strand are sequenced from the simplest to the most complex.
This is intended to provide the learners opportunities to experience success in developing their ability to access, critically process, and effectively make use of
available information in a variety of media and express their ideas and feelings clearly and effectively in both oral and written forms. The gradual increase in
scope and difficulty will help the learners develop self-confidence in using their communication skills at every level.
When a certain competency is spiraled or assigned to more than one level in any of the five macro skills of English language learning, progression in
difficulty may be achieved through the choice of learning materials for developing it. Considerations will be in terms of:
type of material
length of the material
choice of words and language structure
concept load
The Basic Literacy Level (BL) competencies is a separate section in the Enhanced ALS Curriculum focused only on Basic Level competencies
on Communication Skills (listening, speaking, viewing, reading, and writing) and numeracy.
This section for Basic Literacy competencies is not a stand-alone, since specific concepts/topics from other Learning Strands will be used as contents
for the development of Basic Literacy skills.
Note how this is illustrated in the example below:
Performance Standard A, which focuses on the listening component of language learning is presented below:
Elementary Level : Show an understanding of most conversations in the language being acquired (understanding conversations
(Lower) containing some familiar and unfamiliar vocabulary)
Elementary Level : Show an understanding of most conversations in the language being acquired (understanding conversations to
(Advanced) recount details)
Junior High School : Show an understanding of most conversations in the language being acquired (understanding most
Level conversations containing unfamiliar vocabulary but not necessarily all the details / Understanding conversations to
recount accurately specific details)
In this example, the learner is expected to show an understanding of conversations of gradually increasing difficulty. He/she starts with
understanding conversations with phrases containing familiar vocabulary, progresses to understanding conversations containing some familiar and unfamiliar
vocabulary, and later to a more complex understanding of most conversations containing unfamiliar vocabulary and accurately specific details in the language
being acquired.
May 2019 Page 3

Progression in difficulty is also demonstrated below in Performance Standard B, which focuses on the speaking component of language learning.
Elementary : Ask questions and correctly answer questions using W-H markers in responding to current issues and everyday
Level inquiries
(Lower)
Elementary Level : Ask questions and correctly answer questions related to current issues presented in the classroom and community
(Advanced) assemblies
Junior High School : Ask questions and correctly answer questions related to current issues presented in TV and radio programs,
Level the internet, newspapers, magazines, books, billboard, video games, music, all other forms of media and
encouraging audience participation
In this example, the degree of difficulty in the skill of questioning increases as the complexity and (or) range of information to be gathered or inquired
about increases.
For Performance Standard C, which concentrates on Viewing, examples are as follows:
Elementary Level : Make connections between information viewed and personal experiences
(Lower)
Elementary Level : Determine images/ideas that are explicitly used to influence viewers (stereotypes) and interpret properly simple and
(Advanced) common written messages, signs, symbols, words, and phrases related to immediate needs or which are
commonly used at work or which are found in the community
Junior High School : Deduce the purpose and value of visual media to immediate needs or work
Level : Demonstrate a critical understanding and interpretation of visual media such as movie clips, trailer, news flash,
internet-based program, videos, documentaries, etc.
In this example, viewing skill supports literacy in language and serves as gateway to exploring complex ideas and open learner’s eyes to other ways of
looking at the world. Through it, multimedia resources can be used appropriately, efficiently, and effectively.
May 2019 Page 4

For Performance Standard D, which focuses on Reading, the shift from easy to difficult is shown in the following examples:
Elementary Level : Interpret simple written sentences, e.g., sentences with contents related to:
(Lower) immediate needs
specific activities in the community or workplace
Elementary Level : Interpret complex written sentences, e.g., sentences whose contents are related to:
(Advanced) immediate needs
specific activities in the community or workplace
current goals
urgent matters
Junior High School : Interpret the parts of important documents and forms when necessary, e.g., bio-data, application form, tax-related
Level documents, etc.
Interpret themes and messages that are not clearly and explicitly stated in the passage, text or selection
In this particular example, the sequencing is achieved by gradually increasing the difficulty of the material or concept load from one level to another, specifically
from simple common written messages, signs, symbols, words, and phrases to simple written sentences, to the interpretation of the parts of important documents
and forms, and finally to the interpretation of messages that are subtly expressed in passages, texts, or selections.
For Performance Standard E, which concentrates on Writing, examples are as follows:
Elementary Level : Write simple, compound, and complex sentences on different activities, issues or occasions
(Lower)
Elementary Level : Write simple paragraphs on different activities, issues, or occasions
(Advanced)
Junior High School : Write well-organized, coherent, and grammatically correct paragraphs that talk about oneself, country, and the
Level world
Write a composition with correctly sequenced paragraphs using appropriate paragraph/sentence structure and
correct grammar, punctuation, capitalization, and spelling to talk about oneself, country, and the world
In this example, complexity in skills increases from writing simple sentences to introduce oneself, to writing simple, compound, and complex sentences, to
writing descriptive, narrative, expository, and persuasive paragraphs. This progression from easy to more difficult learning tasks will help the learner to
experience success in developing communication skills. Transition transference flow progression process.
There are objectives, competencies, and skills that are gradually developed throughout the whole teaching-learning process in the three levels—
Basic, Elementary, and Junior High School in the Alternative Learning System (ALS)
May 2019 Page 5

Increase in difficulty in terms of the medium or stimulus, will provide opportunities for the learners to widen the experience that would redound to the
gradual development and attainment of the objectives, competencies, and skills as they progress through the three learning levels.
The curriculum users should consider the age level, experience, cultural context, and social milieu of the target learners. This is crucial to the process of
developing or selecting learning materials, or in planning activities for the conduct of regular or special learning group sessions that would help attain the objectives.
Take, for instance, Performance Standard A, of Learning Strand 1 as illustrated below.
Elementary Level : Listen in order to recount accurately specific details of informative oral messages in conversations
(Lower)
Elementary Level : Listen in order to recount some specific details of informative oral messages in formal and informal discussion
(Advanced)
Junior High School : Listen in order to recount accurately specific details of informative oral messages in religious leaders’
Level sermons/homilies/preaching/ radio/TV programs/speeches/advertisements
At the basic level, a stimulus such as a simple informal conversation, which usually takes place at home between and among family members, may require
not much concentration. It then progresses to a newscast—a more sophisticated medium, which requires greater concentration and focus at the elementary level.
Finally, at the Junior High School level, the learners are taken to a larger environmental context, which increases their responsibility to fully concentrate and
make use of more senses, and challenges their ability to critically analyze what has been seen, heard and observed, and viewed.
May 2019 Page 6

Domain/Macro Skill: Listening
(Basic Literacy Level)

Content Standard: Demonstrate understanding of story elements, text structures, elements of literary and informational texts for effective oral communication
Performance Standard A: Listen attentively and critically in at least two languages to be able to function effectively as a member of the family, the
community, the nation and the world and to participate in community and economic development
(Elementary and Junior High School Level)

Content Standard: Demonstrate understanding of information heard to make meaningful decisions, as well as understanding of text elements to see the
relationship between known and new information to facilitate comprehension.
Performance Standard A: Listen attentively and critically in English to be able to function effectively as a member of the family, the community, the
nation, and the world and to participate in community and economic development
Code ELEMENTARY JUNIOR
BASIC
HIGH
No. Learning Competency LITERACY LE AE
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Listen attentively and critically to day-to-day
listening occasions and to short
stories/poems/narrative and informational
text to: MT1RC-IIIa-1.1
LS1CS/EN-L-PSA-BL/LE/AE-1
Note important/ significant/ specific/ text EN1LC-IIIa-j-1.1 √ √ √
listened to
 short stories and poems pertaining to EN5LC-Ia-2.1
character, setting and events EN6LC-IIIa-2.2
1 √
 narrative and informational text or
EN1LC-Iva-j-2.1
poem
√
 a variety of media (audio-tapes, EN2LC-Ia-j-1.1
videos and other age-appropriate
publications EN3LC-Ia-j-2.1 √ √
 a variety of literary and expository EN4LC-Ia-17
texts EN7LC-II-c-2.1
2 Give one’s reaction to an event or issues EN1LC-IVa-j-3.12 LS1CS/EN-L-PSA-BL-2 √

EN1LC-IIIa-j-1.1
Sequence a series of events/ at least 3 events
EN3LC-IIi-j-2.7 LS1CS/EN-L-PSA-BL/LE/AE/JHS-3
using signal words/ mentioned in the text
3 EN4LC-Idc-2.7 √ √ √ √
listened to
EN7LC-III-f-2.7
May 2019 Page 7


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
MT1LC-Ie-f-3.1
MT2LC-Ic-3.1
4 Infer the character’s feelings and traits based EN1LC-IIIa-j-1.1 LS1CS/EN-L-PSA-BL/LE-4 √ √
on what they say or do in a story listened to EN2LC-IIIa-j-1.1
EN3LC-Ia-j-2.8
EN3LC-Iva-j-2.8
EN1LC-IIIa-j-1.1
5 EN2LC-IIIa-j-1.1 LS1CS/EN-L-PSA-BL/LE/AE-5 √ √ √
Identify cause and/or effect of events/
EN3LC-Ia-j-2.16
relationship
EN4LC-IVh-2.16
MT1LC-Ig-4.1
6 EN1LC-IIIa-j-1.1 LS1CS/EN-L-PSA-BL/LE-6 √ √
Identify the speaker in the story or poem
EN2LC-Ia-j-1.1
MT1LC-IIe-5.1
MT2LC-Ih-i-5.1
Predict/ give possible ending/ draw conclusions
7 EN1LC-IIIa-j-1.1 LS1CS/EN-L-PSA-BL/LE-7 √ √
of a story about the contents of the texts
EN2LC-Ia-j-1.1
listened to
En3LC-Ia-i-2.17
8 EN2LC-Ia-j-1.1 LS1CS/EN-L-PSA-LE/AE-8 √ √
Relate story events to one’s experience
EN4OL-IIe-1.1
EN1LC-IIIa-j-1.1 LS1CS/EN-L-PSA-BL/LE-9
9 Retell/ Reenact events of some parts of a story EN2LC-IIIa-j-1.1 √ √
listened to EN3LC-Ia-j-2.6
EN1LC-IIIa-j-1.1
10 Discuss, illustrate, dramatize specific events EN2LC-IIa-j-1.1 LS1CS/EN-L-PSA-BL/LE-10 √ √
EN3LC-Ia-j-2.6
Infer dominant thoughts, feelings and EN4LC-If-2.8
11 intentions expressed by the speaker in the EN8LC-IIb-6.2 LS1CS/EN-L-PSA-AE/JHS -11 √ √
speech listened to/ delivered EN9LC-Ib-6.2
EN5LC-If-2.8.1
Infer/ Determine the speaker’s character’s
12 EN6LC-Id-2.11.13
purpose and feelings expressed in the LS1CS/EN-L-PSA-AE/JHS-12 √
EN7LC-II-f-2.13
narrative/ text listened to
EN8LC-IId-2.13
May 2019 Page 8


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Infer the theme of the long descriptive and
13 EN8LC-IIe-2.17 LS1CS/EN-L-PSA-JHS-13 √
narrative texts listened to
EN1LC-IIIa-j-1.1
14 EN2LC-Ia-j-1.1 LS1CS/EN-L-PSA-BL-14 √
Identify possible solutions to problems
EN3LC-IIIb-2.19
Follow a set of oral/ verbal instructions/ LS1CS/EN-L-PSA-LE/JHS-15

directions (2-3 steps) in a process in everyday
life situations such as: √ √
 following procedures in the
workplace EN2LC-Ig-3.16
 traveling to a destination
 using organic fertilizers/ compost
15 EN3LC-IIa-b-3.16
making
 selecting inexpensive but nutritious
EN7LC-IIIe-3.6
food
 following safety and precautionary
measures
 protecting the environment
Relate information and events in a selection

16 EN2LC-Ii-i-1.2 LS1CS/EN-L-PSA-LE-16 √
listened to, to life experiences and vice-versa
Identify/ discuss/ note the elements of a story EN2LC-IIa-b-2.2
17 (theme, setting, characters, and events)/ EN4LC-IIa-19 LS1CS/EN-L-PSA-LE/AE-17 √ √
literary text listened to EN5LC-Ib-2.17.1
EN4LC-IIi-23
Distinguish facts from opinion in a narrative/
18 EN5LC-IId-2.10 LS1CS/EN-L-PSA-AE/JHS-18 √ √
news reports or cited in the text listened to
EN8LC-IIIf-2.10
Detect biases and propaganda devices used
19 EN6LC-IIIb-3.1.12 LS1CS/EN-L-PSA-AE-19
by speakers √
EN5LC-IVf-3.13
Summarize the information from a text heard EN6LC-IVd-2.23
20 Summarize important points/ information EN8LC-IVe-3.14 LS1CS/EN-L-PSA-AE/JHS-20 √ √
discussed from various text types listened to EN9LC-Ii-3.14
EN10LC-IIIc-3.14
May 2019 Page 9

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
EN7LC-II-a-6.1
21 Extract information from the text listened to LS1CS/EN-L-PSA-JHS -21 √
EN9LC-IIIa-6.1
Recognize main/ key ideas EN7LC-II-b-3.3 LS1CS/EN-L-PSA-JHS-22

22 √
Recognize main points/ key sentences and EN4LC-IIIq-1.1
23 LS1CS/EN-L-PSA-AE/JHS-23 √ √
supporting ideas/details in the text listened to EN7LC-III-b-3.3
Give a simple paraphrase EN3LC-Ic-3.11 LS1CS/EN-L-PSA-LE-24 √

24
EN8LC-IIq-3.12
25 Paraphrase information/ ideas listened to LS1CS/EN-L-PSA-JHS-25 √
EN9LC-Ic-3.12
Give/ react and share one’s reaction/ personal
EN4LC-IVg-35
26 opinion to an event/ issue/ text heard and LS1CS/EN-L-PSA-AE/JHS-26 √ √
EN9LC-IIg-3.13
ideas listened to
Ask and answer simple questions (who, what,
27 where, when, why, and how) about text EN2LC-IIc-2.1 LS1CS/EN-L-PSA-LE-27 √
listened to
EN5LC-IVa-3.11
Restate sentences/portions of a text heard in
EN6LC-IVa-3.1.14
one’s own words
28 LS1CS/EN-L-PSA-AE/JHS-28 √ √
Make a stand on statements/ issues/ text
EN6LC-IIId-3.1.13
listened to/ heard
EN9LC-IIe-12
EN5LC-IIIg-h-3.15
Determine/ Distinguish whether a story is a
29 EN4LC-IIh-22 LS1CS/EN-L-PSA-AE-29 √
reality or a fantasy/ make-believe
EN5LC-Ig-2.3
Determine the stand of the speaker on a given
30 EN7LC-IIIq-7.1 √
issue presented in the text listened to/ explicit LS1CS/EN-L-PSA-JHS-30
EN8LC-IIIe-7.1
in statements made
Accept or reject ideas of the speaker/

31 EN9LC-ID-8.4 LS1CS/EN-L-PSA-JHS-31 √
mentioned
Analyze sound devices(onomatopoeia,

32 alliteration, assonance, personification, irony, EN6LC-Ia-2.3.7 LS1CS/EN-L-PSA-AE-32 √
and hyperbole) in a text heard
May 2019 Page 10


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Determine/ Get the different sides/ viewpoints
EN8LC-IIIh-7.4
of various local or global issues, social, moral, √
EN9LC-IVb-13.1 LS1CS/EN-L-PSA-JHS-33
33 and economic affecting the nation discussed in
EN10LC-IIId-3.18
the text listened to
Provide appropriate and critical
34 feedback/reaction to a specific context or EN9LC-IIIe-3.13 LS1CS/EN-L-PSA-JHS-34 √
situation
Differentiate biases from prejudices
EN9LC-IVf-13.3
35 Show appreciation for songs, poems, plays, LS1CS/EN-L-PSA-JHS-35 √
EN10LC-IIIg-14.3
etc.
May 2019 Page 11

Domain/Macro Skill: Speaking

Content Standard: Demonstrate understanding of familiar words used to communicate personal experiences. ideas, thoughts, actions and feelings.
Performance Standard B: Speak clearly and appropriately in at least two languages to be able to function effectively as a member of the family, community,
nation and the world and to participate in community and economic development.

Content Standard: Demonstrate understanding of speech cues for clear expressions of ideas, processes, information and verbal or non-verbal cues for effective
presentation.
Performance Standard B: Speak clearly and appropriately in English so as to function effectively as a member of the family, community, nation, and the world,
and to participate in community and economic development.

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
1 Use everyday expressions correctly in

appropriate situations:
Introductions (e.g., talk about one’s personal
 greetings (e.g., How do you do, How
are you, Hi, and Hello) EN1OL-IIIa-e-1.5 LS1CS/EN-S-PSB-BL/LE-1 √ √
 Leave takings (e.g., Goodbye, May I EN1OL-IIIa-e-1.5
MT1OL-IIb-c-3.1
leave for a while, and May I leave
EN2OL-Ia0e-1.5
now?)
 Expressing gratitude and apology
 Seeking directions (e.g., How Can I
get to…)
 Offering help (e.g., Can I help you?
 Query and clarification (e.g., May I
know…)
 Expressing/Asking permission,
obligation, and prohibition
May 2019 Page 12


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Talk about oneself and one’s family/one’s EN1OL-IIIb-c-1.3.3
personal experiences
2 LS1CS/EN-S-PSB-BL/LE-2
√ √
Relate one’s activities/responsibilities at home EN1OL-IIIc-1.1.7.1
and in the community EN2OL-IIa-b-1.3.3
Talk about:
EN1OL-IVd-1.3.4
 topics of interest (likes and dislikes)
 stories heard (when and where it took EN2OL-IIc-d-1.3.4
3 place, the characters, some important LS1CS/EN-S-PSB-BL/LE-3
details of the story) EN1IOL-IVa-j-1.3.1 √ √
 texts identifying major points and key
themes EN2OL-IVa-b-3.3
EN1OL-IV-1.17.2
4 Ask a simple question EN2OL-IIf-1.17.2 LS1CS/EN-S-PSB-BL/LE-4 √ √
EN3OL-IIa-b-1.17.2
Follow one-to-two step directions EN1OL-IVg-h-3.6

5 LS1CS/EN-S-PSB-BL/LE-5 √ √
EN2OL-IIg-3.6
EN1OL-IVi-j-1.17.1
6 EN2OL-IIh-1.17.1
Give oral one-to-three- step directions LS1CS/EN-S-PSB-BL/LE/AE-6 √ √ √
EN3OL-IId-e-1.17.1
EN4OL-Ie-1.13.1
Answer questions about a story read/listened
7 EN4OL-IIc-12 LS1CS/EN-S-PSB-AE-7 √
to (environment, health, how-to’s, etc.)
8 Relate story events to one’s experience EN4OL-IIe-1.1 LS1CS/EN-S-PSB-AE-8 √
9 React to what the characters said in the story EN4OL-IIi-2.6 LS1CS/EN-S-PSB-AE-9 √
Retell best-liked part of the story heard, news

10 EN4OL-IIi-2.6 LS1CS/EN-S-PSB-AE-10 √
report
Use appropriate expressions to talk about
11 famous events, current issues/ events, famous EN40L-IIIa-b-14 LS1CS/EN-S-PSB-AE-11 √
places and people
May 2019 Page 13


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
State a fact and opinion about a particular
12 EN4OL-IVa-20 LS1CS/EN-S-PSB- AE-12 √
topic (advertisement, announcement)
Express ideas opinions and feelings about EN3OL-IIIe-1.16.4 √ √

13 LS1CS/EN-S-PSB-LE/JHS-13
other’s ideas/ on text listened to EN7OL-IIIq-3.4.1
Express whether an action or event is reality √
14 EN4OL-IVc-22 LS1CS/EN-S-PSB-AE-14
or fantasy
State the effects of a given cause / the cause EN4OL-IVh-27 √
15 LS1CS/EN-S-PSB-AE-15
of a given effect EN4OL-IVi-28
EN1G-IIIa-e-1
Recognize/ Distinguish sentences and non
16 EN2G-Ia-e-1 LS1CS/EN-S-PSB-BL/LE-16 √ √
sentences EN3G-Ia-1.1
EN1G-IIIb-1.4
17 Recognize simple sentence LS1CS/EN-S-PSB-BL/LE-17 √ √
EN2G-Ib-c-1.4
18 Recognize telling and asking sentences EN1G-Ic-e-1.3 LS1CS/EN-S-PSB-BL-18 √
Identify and use concrete nouns and abstract

19 EN4G-Ig-e-36 LS1CS/EN-S-PSB-AE-19 √
nouns
20 Use collective nouns EN4G-Ih-3.9 LS1CS/EN-S-PSB-AE-20 √
Identify and use mass nouns and count

21 EN4G-Id-33 LS1CS/EN-S-PSB-AE-21 √
nouns
22 Identify and use quantifiers of mass noun EN4G-Ie-34 LS1CS/EN-S-PSB-AE-22 √
23 Identify and use possessive nouns EN4G-If-35 LS1CS/EN-S-PSB-AE-23

√
Identify and use personal pronouns (e.g., I,
24 EN4G-IIa-4.2.1 LS1CS/EN-S-PSB-AE-24 √
you, she, it, we, they) in sentences
Use demonstrative pronouns (this/ that, EN3G-IIIa-b-
25 LS1CS/EN-S-PSB-LE-25
these/ those) 4.2.1 √
Use commonly used possessive pronouns,
EN3G-IIIe-f-4.2.4
26 showing possessions or ownership: my, LS1CS/EN-S-PSB-LE/AE-26 √
EN4G-IIIc-14 √
your/yours, his, hers, its, their/theirs
May 2019 Page 14


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Use reflexive and intensive pronouns
(myself, yourself, ourselves, himself, herself,
oneself, itself, themselves)
27 Reflexive pronouns and intensive pronouns EN1OG-Ib-27 LS1CS/EN-S-PSB-JHS-27 √
are like identical twins. They look the same,
but they’re actually different. Both of them
end in-self or –selves
Identify and use descriptive adjectives in EN3G-IIIf-g-5.3.1
28 LS1CS/EN-S-PSB-LE/AE-28 √ √
sentences EN4G-IIIa-13
Give the synonyms and antonyms of
29 EN3G-IVh-5.6 LS1CS/EN-S-PSB-LE-29 √
common adjectives
EN3G-IVi-j-5.2
Identify and use words that show degrees or
EN4G-IIIb-14
30 adjectives in making comparisons (positive, LS1CS/EN-S-PSB-LE/AE-30 √ √
EN5G-IIg-5.2
comparative, superlative) in sentences
EN6G-IIa-5.2
EN4G-IIId-15
Identify and use the correct order of
31 EN5G-IIf-5.5 LS1CS/EN-S-PSB-AE-31 √
adjectives in sentences
EN6G-IIb-5.2.1
Recognize/Identify common action words EN1G-IVa-e-3
32 LS1CS/EN-S-PSB-BL/LE-32 √ √
(verbs) in stories listened to EN2G-IIIg-3.1
Use verbs in simple present tense (on EN3G-IIe-f3.2.1.1
33 environmental care and sanitation) in EN4G-Ii-3.2.2.1.1 LS1CS/EN-S-PSB-LE/AE-33 √ √
sentences EN6G-Ic-3.2
Use the present form of verbs that agree EN4G-IId-3.2.1
34 LS1CS/EN-S-PSB-AE-34 √
with the subject EN6G-Ic-3.2
Use correct time expressions to tell an action EN4G-IIf-10
in the present EN6G-Ic-3.2
EN4G-IIg-3.2
36 Use the past form of regular verbs LS1CS/EN-S-PSB-AE-36 √
EN6G-Ic-3.2
EN4G-IIh-11
37 Use the past form of irregular verbs LS1CS/EN-S-PSB-AE- 37 √
EN6G-Ic-3.2
EN3G-IIi-j-3.2.2
38 Use verbs in simple future tense LS1CS/EN-S-PSB-LE/AE-38 √ √
EN6G-Ic-3.2
Use the past and past perfect tenses EN7G-III-h-3
39 LS1CS/EN-S-PSB-JHS-39 √
correctly in varied contexts EN8G-IVd-3
EN3G-IVi-j-6.1
40 Recognize adverbs of manner LS1CS/EN-S-PSB-LE/AE-40 √ √
EN6G-IIe-6.8
May 2019 Page 15


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Identify and use adverbs of place in EN4G-IIIe-16
sentences EN6G-IIf-6.5
42 Use appropriate adverbs of time in sentences EN4G-IIIf-17 LS1CS/EN-S-PSB-AE-42 √
Use appropriate adverbs of intensity in
43 sentences EN6G-IIc-6.6 LS1CS/EN-S-PSB-AE-43 √
44 Use appropriate adverbs of frequency EN6G-IId-6.7 LS1CS/EN-S-PSB-AE-44 √

EN3G-IVg-h-7.3
Use the most frequently occurring
EN4G-IVb-7.3
prepositions (e.g., in, on, under, above, to,
45 EN4G-IVd-7.3 LS1CS/EN-S-PSB-LE/AE-45 √ √
from, towards, beside, into, among,
EN5G-IIIa-7.3.1
between, etc.) in sentences
EN6G-IIg-7.3.2
Use a particular kind of sentences for a
specific purpose and audience:
 asking permission
 making requests EN4G-IIIh-19
 responding to questions
46  following and giving directions EN5G-IIIa-1.8.3 LS1CS/EN-S-PSB-AE-46 √
 giving information
EN6G-IIIa-1.8.1
 explaining
 expressing opinions/ emotions
 making assertions
Use simple sentence:
47 EN4G-IVf-22 LS1CS/EN-S-PSB-AE-47 √
Simple subject and predicate
48 EN4G-IVg-23 LS1CS/EN-S-PSB-EA -48 √
Compound subject and simple predicate
49 EN4G-IVh-24 LS1CS/EN-S-PSB-LE-49 √
Simple subject and compound predicate
EN4G-IVi-25
Use compound sentences to show: EN6G-IVa-1.8
 cause and effect EN5G-IVa-1.8.1
50 LS1CS/EN-S-PSB-AE/JHS-50 √ √
EN8G-IIa-9
 problem-solution relationship of ideas
EN5G-IVc-1.8.2
EN9G-IIa-9
May 2019 Page 16


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Use appropriate conjunctions (but, and, yet,
EN5G-Ie-8.3/8.4
51 because, nor. although, since, unless, while, LS1CS/EN-S-PSB-AE-51 √
EN6G-IIb-8.4
where, etc.) in sentences
Use complex sentences to show: EN5G-IVe-1.9.1
52  cause and effect EN6G-IVb-1.9 LS1CS/EN-S-PSB-AE-52 √
 problem-solution relationship of ideas EN5G-IVh-1.9.2
53 Use compound – complex sentences EN6SS-IVd-1.10 LS1CS/EN-S-PSB-AE-53 √
54 Observe correct subject–verb agreement EN7G-I-a-11 LS1CS/EN-S-PSB-JHS-54 √

Use the passive and active voice EN7G-III-c-11
meaningfully in varied contexts EN9G-IVa-22
Use verbal’s (verbal is a word formed from a
verb but functioning as a different part of
speech
3 Verbal’s are:
1. gerund – is a verbal ending in-ing
56 2. infinitives – is a verbal that act as an EN9G-IIId-1 LS1CS/EN-S-PSB-JHS-56 √
adjective, adverb or noun. It is usually
accompanied by to act/ to read
3. participles – is a verb that ends in ing
or ed, -d, -t, -en, -n
Describe people, objects, things and places EN1G-IVf-j-5
57 using simple adjectives (color, shape, size, EN2G-IIf-j-5.1 LS1CS/EN-S-PSB-BL/LE-57 √ √
height, weight, length, distance, etc.) EN2G-IIIi-j-5.1
Recognize/ Use different kinds of sentences:
58 declarative (telling), and interrogative EN2G-Id-e-1.3
LS1CS/EN-S-PSB-LE-58 √
(asking) EN2G-IIIb-1.3
Recognize punctuation marks (period,
question mark) EN2G-IIIc-1.6 √
Use personal pronouns (e.g., I, you, he, she, EN2G0IVa-b-
60 LS1CS/EN-S-PSB-LE-60 √
it, we, they) in dialogues 4.2.1
61 Construct simple sentences EN3G-Ib-1.4 LS1CS/EN-S-PSB-LE-61

√
May 2019 Page 17


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Use different kinds of sentences (e.g.,
declarative, interrogative, exclamatory, EN3G-Ic-1.3
imperative) with appropriate punctuation
marks
63 Use a declarative sentence LS1CS/EN-S-PSB-LE-63 √
EN3G-Ib-1.4.1
Differentiate a declarative from an
interrogative sentence EN3G-Ib-1.4.1.1
Use proper punctuation for declarative and
interrogative sentence EN3G-Ib-1.6 √
Construct declarative and interrogative
sentences EN3G-Ib-1.4.7
67 Identify an exclamatory sentence LS1CS/EN-S-PSB-LE-67 √
EN3G-Ib-1.4.8
68 Identify an imperative sentence LS1CS/EN-S-PSB-LE-68 √
EN3G-Ic-1
Use the be-verbs (am, is, are, was were)
correctly in sentences EN3G-IIa-b-3.4
Identify and use action words in simple
sentences EN3G-IIc-d-3.4
Form and use the past tense of frequently
occurring regular verbs (walk-walked, etc.) EN3G-IId-f-3.2
Recount/Relate an experience/events
72 EN5OL-Ig-1.8 LS1CS/EN-S-PSB-AE-72 √
appropriate to the occasion effectively
EN6OL-Ic-1.17
73 Provide evidence to support opinion/fact EN5OL-IIf-3.5.1 LS1CS/EN-S-PSB-AE-73 √

EN6OL-IIIa-1.27
EN5OL-IIh-4
74 Make a stand base on informed opinion LS1CS/EN-S-PSB-AE-74 √
EN6OL-IIIb-1.28
React on the content of the material
presented EN6OL-IIh-6
Present a coherent, comprehensive report on
differing viewpoints on an issue EN6OL-IIIg-1.19
Summarize information conveyed through
discussion EN6OL-IVa-3.6
May 2019 Page 18


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Use the rising intonation pattern with Yes-No
tag questions; the rising-falling intonation √
78 LS1CS/EN-S-PSB-JHS-78
with information-seeking questions and with EN7OL-If-1.14.4
statements
Use appropriate verbal and non-verbal when
developing, maintaining and ending, cues, EN7OL-IIa-4
conversations, dialogs, speech and EN7OL-IIb-4.1
interviews EN8OL-IIIi-4.1
 Nodding of one’s head
 Smiling, frowning and opening the EN9F-IIIf-2
eyes when surprised
 Raising an eyebrow
79  Showing concentration on the LS1CS/EN-S-PSB-JHS-79
√
person speaking
 Showing interest in others’ spoken
opinions
 Interpreting correctly the meaning
of a speaker’s tone of voice
 Paraphrasing what a speaker has
said
Observe and use correct juncture/phrasing
and rate of speech when reading sample
passages (prose or poetry) EN7OL-Ih-1.14.5
Deliver a self-composed entertainment/

persuasive/ informative speech using all EN8SOL-IIh-3
needed speech conventions
 introduction (interesting to make
audience want to listen) EN8OL-IIIf-3
81 EN8OL-Id-3 LS1CS/EN-S-PSB-JHS-81 √
 middle (main points to persuade
the audience)
 conclusion (summarize ideas, and
make conclusion, always link back
to opening theme)
May 2019 Page 19


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Produce the English sounds correctly and
82 effectively when delivering lines in a one act EN9F-IIIb-3.11 LS1CS/EN-S-PSB-JHS-82 √
play
Identify/Employ the factors/techniques of
public speaking (confidence, passion, be
83 yourself, voice modulations, keep it short EN10F-OL-Ia- LS1CS/EN-S-PSB-JHS-83 √
and simple connect with your audience, paint 3.14
a picture through storytelling and repetition) EN1OL-Id-3.16.1
Use appropriate language when delivering
84 campaign speeches on advocacies, social EN10OL-IVa-3.9 LS1CS/EN-S-PSB-JHS-84 √
issues and concerns EN10OL-IVh-1.16
May 2019 Page 20

Domain/Macro Skill: Viewing
Content Standard: Demonstrate understanding of connections between information viewed and personal experiences, infer thoughts, feelings and intentions in the
materials viewed.
Performance Standard C: View attentively and critically a wide range of multimedia materials in English to be able to function effectively as a member of the family,
the community, the nation, and the world, and to participate in community and economic development.

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
1
EN5VC-IIa-7
Determine images/ideas that are explicitly EN6VC-IVc-7.3
used by media to influence viewers
 Stereotype – a set of idea that
people have about what someone or
something is like (e.g., overworked EN5VC-IIa-7.1
mother, a male who loves to drink EN6VC-IVa-7.1
beer and watch sports) EN5VC-IIa-7.2
EN6VC-IVa-7.2
 Point of view (position of the
narrator in relation to the story)
 Propaganda – information used to EN5VC-IIa-7.3 √
LS1CS/EN-V-PSC-AE-1
promote or publicize a point of view EN6VC-Iva-7.3
or a cause – (e.g., an advertisement
that promotes one brand to
toothpaste over another.
- spreading of ideas, information
or rumor for the purpose of
helping or injuring an institution,
a cause or a person (e.g.,
election commercials on TV)
Infer the target audience

 young minds EN5VC-IIIe-3.7
2 LS1CS/EN-V-PSC-AE-2 √
 all levels of society EN6VC-IIa-3.7
 women/ men unemployed
May 2019 Page 21


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Infer purpose of the visual
media/information
 gain attention EN5VC-IIIf-3.8
3 LS1CS/EN-V-PSC-AE-3 √
EN6VC-IId-3.8
 create meaning
 facilitate retention
Make connection between information EN5VC-IVh-2.4 √

4 LS1CS/EN-V-PSC-AE-4
viewed and personal experiences EN6VC-IVd-1.4
Identify the values suggested in the visual

5 EN6VC-IIIc-7.1 LS1CS/EN-V-PSC-AE-5 √
media
Identify the visual elements used in √
6
print/non-print materials LS1CS/EN-V-PSC-AE-6
Evaluate narratives in a media material
7 based on how the writer developed the √
LS1CS/EN-V-PSC-AE-7
element
Analyze the characters used in print and
non-print learning materials: EN6VC-Ii-3.3.1
 age and gender EN6VC-Ii-3.3.2
8  race and nationality EN6VC-Ii-3.3.3 √
LS1CS/EN-V-PSC-AE-8
 attitude and behavior
 other attributes (ie, physically,
intellectually, emotionally)
Analyze the setting used in print and non-
print learning materials:
9  urban or rural EN6VC-Ii-3.3.4 √
LS1CS/EN-V-PSC-AE-9
 affluent or poor
 past, present, futuristic
Determine the meaning of unfamiliar words EN7VC-I-a-8: Use
10 LS1CS/EN-V-PSC-JHS-10 √
or expressions from the material viewed structural analysis
Give the meaning of given signs and

11 EN7VC-Ic-3.1.3 LS1CS/EN-V-PSC-JHS-11 √
symbols (road signs, prohibited signs, etc.)
May 2019 Page 22


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Identify the genre of a material viewed (such
12 as movie clip, trailer, news flash, internet- EN7VC-Id-6 LS1CS/EN-V-PSC-JHS-12 √
based program, documentary, video, etc.)
EN7VC-I-g-9
13 Organize information from a material viewed LS1CS/EN-V-PSC-JHS-13 √
EN8VC-Id-9
EN3LC-IIf-h-EN9VC-
Infer thoughts, feelings, and intensions
14 Ia-3.8 LS1CS/EN-V-PSC-LE/JHS-14 √ √
about a material viewed
EN9VC-Ib-3.8
15 Note details in materials viewed EN7VC-IIa-b-1 LS1CS/EN-V-PSC-JHS-15 √
16 Sequence events based on materials viewed EN7VC-IIb-1 LS1CS/EN-V-PSC-JHS-16 √
Predict the gist of the material viewed base

EN7VC-IIf-1.3
17 on the title, pictures, and excerpts of the LS1CS/EN-V-PSC-JHS-17 √
EN8VC-IIb-1.3
material viewed
Raise questions to clarify issues about a EN7VC-IIh-12
18 particular aspect covered in a material EN8VC-IVb-12 LS1CS/EN-V-PSC-JHS-18 √
viewed EN10VC-IIIa-12
Determine the key message conveyed in the
19 EN7VC-III-b-13 LS1CS/EN-V-PSC-JHS-19 √
material viewed
20 Make a stand on the material viewed EN7VC-IIIe-14 LS1CS/EN-V-PSC-JHS-20 √
Differentiate reality from fantasy based on a

21 EN7VC-IV-a-6.1 LS1CS/EN-V-PSC-JHS-21 √
material viewed
Discern positive and negative messages
22 EN8VC-IIb-17 LS1CS/EN-V-PSC-JHS-22 √
conveyed in a material
Determine the target audience of a material EN8VC-IIIb-
23 LS1CS/EN-V-PSC-JHS-23 √
viewed 3.4/4.4/5.4
Determine the issue and stand presented in
24 EN8VC-IIId-18 LS1CS/EN-V-PSC-JHS-24 √
the material viewed
Express insights base on the ideas presented

25 EN10VC-If-25 LS1CS/EN-V-PSC-JHS-25 √
in the material viewed
May 2019 Page 23


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Draw generalizations and conclusions
26 EN10VC-Ii-1.5/2.5 LS1CS/EN-V-PSC-JHS-26 √
based on the materials viewed
Assess the effectiveness of the ideas
27 presented in the material viewed taking EN10VC-IIc-3.8 LS1CS/EN-V-PSC-JHS-27 √
into account its purpose
Detect bias and prejudice in the material
28 EN10VC-IIf-26 LS1CS/EN-V-PSC-JHS-28 √
viewed
May 2019 Page 24

Domain/Macro Skill: Reading

Content Standard: Demonstrate understanding of processes insight word recognition or phonic analysis to read and understand words.
Performance Standard D: Acquire and critically process information from a wide range of written and multi-media materials in at least two languages to
function effectively as a member of the family, community, nation and the world, and to participate in community and economic development.

Content Standard: Demonstrate an understanding of text elements to comprehend various texts, that reading in a wide range of texts provides pleasure and
an avenue for self-expression and personal development.
Performance Standard D: Acquire and critically process information from a wide range of written and multimedia materials in the English language to function
effectively as a member of the family, community, nation, and the world, and to participate in community and economic development.
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Read the alphabets of English

1 EN2AK-If-g-1 LS1CS/EN-R-PSD-LE-1 √
Identify letters in English that are not

2 present in Mother Tongue/Filipino and vice- EN2AK-Ih-j-2 LS1CS/EN-R-PSD-LE-2 √
versa
Identify letters of the alphabet in words that

are related to self, family, community, and
3 EN1V-IIIa-e-5 LS1CS/EN-R-PSD-BL-3 √
concepts such as the names for colors,
shape, and numbers
MT1PWR-IIIa-i-7.1
Identify and read common sight words in a MT1PWR-IVa-i-7.1
4 paragraph, name, address one-syllable MT2PWR-IIId-f-9 LS1CS/EN-R-PSD-BL/LE-4 √ √
words such as: go, stop, fish and farm EN3F-IIIe-f-1.8
EN3PWR-Ib-d-19.1
Recognize rhyming words in nursery rhymes,
5 EN1PA-IIIa-e-2.2 LS1CS/EN-R-PSD-BL-5 √
poems, songs heard
6 Give the number of syllables of given words EN1PA-IIIa-b-3.1 LS1CS/EN-R-PSD-BL-6 √
May 2019 Page 25


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Sort and classify familiar words into basic
7 EN1V-IVa-e-3 LS1CS/EN-R-PSD-BL-7 √
categories (colors, shapes, foods, etc.)
Give the beginning letter of the name of
8 EN2AK-IIa-e-3 LS1CS/EN-R-PSD-LE-8 √
each picture
Arrange words alphabetically by the 1st letter
EN2SS-IVa-b-2
9 (with a different first letter in alphabetical LS1CS/EN-R-PSD-LE-9 √
EN3SS-Ia-2.1
order)
Arrange words with the same first same
10 letter but a different second letter in EN3SS-IIa-b-1.1 LS1CS/EN-R-PSD-LE-10 √
alphabetically order
EN2RC-IIId-e-
Note details in sentences and stories, read
11 2.10 LS1CS/EN-R-PSD-LE-11 √
regarding character, setting and plot
EN3RC-I0-2.2
Identify the basic sequence of events and
12 EN2RC-IIId-e-2.4 LS1CS/EN-R-PSD-LE-12 √
make relevant predictions about stories
Answer questions to clarify understanding EN2RC-IIIf-h-
13 LS1CS/EN-R-PSD-LE-13 √
before, during and after reading 2.17
Identify main idea, key sentences, and
14 EN5RC-IIb-2.21 LS1CS/EN-R-PSD-AE-14 √
supporting details of a given paragraph
Give the synonyms (e.g., quick/fast) and
15 antonyms (e.g., big/small, good/bad) of EN1V-IIIa-c-13.1 LS1CS/EN-R-PSD-BL-15 √
some words
Give the homonyms (e.g., flower/flour,
16 EN3V-IIIe-f13.6 LS1CS/EN-R-PSD-LE-16 √
pail/pale, meet-meat, road-rode)
Interpret common abbreviations, clipped EN3V-IIIa-7

words, acronyms, titles, contractions, etc.:
Common abbreviations (e.g., Phil., Prov.,
Mun.) Titles (e.g., Hon., Rev., Brgy. Capt., Dr.,
17 Mr., Mrs., Atty., Sgt., Col., Ave., Oct.) LS1CS/EN-R-PSD-LE/AE-17 √ √
Contractions (e.g., don’t, isn’t, doesn’t, etc.)
Acronyms (e.g., DepEd, DOH, DSWD, LTO,
DPWH, HIV/AIDS) Clipped words (e.g., jeep,
ID, gym, memo) EN5V-Ih-12-13
May 2019 Page 26


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Identify meanings of unfamiliar words
through structural analysis (e.g.,
compound words and their components:
18 EN4V-IIa-32 LS1CS/EN-R-PSD-AE-18 √
one-word compound [backyard], two-word
compound [security guard], hyphenated
compound word [sister-in-law])
Sequence steps in stories read or events in
EN2RC-IVc-3.1.3
written materials (e.g., preparing land for
EN3RC-I0-2.10
19 planting, following a recipe, arranging LS1CS/EN-R-PSD-LE/JHS-19 √ √
EN7RC-IV-e-2.10
historical events, and in implementing a
EN7RC-IV-i-10.5
project)
Infer/predict outcomes of situations EN2RC-IVd-2.8
20 LS1CS/EN-R-PSD-LE/JHS-20 √ √
presented in written materials EN7RC-III-e-2.8
Use clues to make and justify predictions
21 before, during and after reading (titles, EN2RC-IVe-2.16 LS1CS/EN-R-PSD-LE-21 √
pictures,)
State messages taken from different types
of materials:
 Short stories
 Parables
 Folk songs
 Proverbs EN8VC-IIa-17
22  Fables EN9RC-Ia-16 LS1CS/EN-R-PSD-JHS-22 √
EN9RC-Ib-16
 Folktales
 Myths
 Poems
 Legends
 Advertisements
Interpret and follow one-to-three-step
directions/instructions/notices, rules and MT2SS-Ih-i-1.3
regulations related to various household or EN3SS-IIc-3.6
work activities such as: EN3SS-IIIa-2.7.1
 medicine labels and instructions for use EN3SS-IVa-1.3
EN7RC-IVb-10.1
 sanitation labels (waste management/
EN8RC-IVd-14.1
segregation)
May 2019 Page 27


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
 recipes
 preparation and use of fertilizers,
pesticides, and animal feeds
 health and sanitation requirements on
food handling and preservation
 doctor’s prescription
Identify several effects based on a given
24 EN3RC-IIIa-2.7.1 LS1CS/EN-R-PSD-LE-24 √
cause
Make inferences and draw conclusions from EN3RC-IIIa-2.11
25 a set of details/based on texts/passages EN8RC-IVh-2.12 LS1CS/EN-R-PSD-LE/JHS-25 √ √
(pictures, title and content words) EN10RC-IVf-2.12
EN3RC-IIa-2.13
Distinguish/Differentiate facts from
EN7RC-III-g-2.13
26 opinions/beliefs fantasy from reality in the LS1CS/EN-R-PSD- LE/JHS-26 √ √
EN8RC-IIIc-2.13
text
EN10RC-IVd-2.13
Identify/Describe cause-and-effect
relationships about common problems in
materials read:
 Food shortage EN3RC-IIIa-b-
 Air pollution 2.13
27 LS1CS/EN-R-PSD-LE/AE-27 √ √
EN5RC-IIIe-3.2.6
 Water contamination
EN6RC-IVa-3.2.6
 Soil erosion
 Drying up of streams, springs,
and rivers
EN3RC-IVc-d-1.2
Interpret simple maps of unfamiliar places, LS1CS/EN-R-PSD-LE/AE/JHS-
28 EN4SS-IVe-5.4 √ √ √
signs and symbols 28
EN7RC-Ii-14
29 Interpret pictographs EN3RC-IVe-g-1.2 LS1CS/EN-R-PSD-LE29 √
EN3RC-IVh-j-1.2
Interpret simple graphs/ bar graphs, line
30 EN3SS-IVg-h- LS1CS/EN-R-PSD-LE-30 √
graphs and tables
1.2.1
EN4SS-IVf-45
Organize and present information using
31 EN8RC-IIj-2.15 LS1CS/EN-R-PSD-AE/JHS-31 √ √
tables, graphs and maps
EN10RC-IIc-5.4
May 2019 Page 28


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Use punctuations including, commas, periods
32 and question marks to guide reading for EN3F-IVa-j-1.11 LS1CS/EN-R-PSD-LE-32 √
fluency
Read poems with fluency, appropriate

33 EN3F-IVi-j-5 LS1CS/EN-R-PSD-LE-33 √
rhythm, pacing and intonation
Identify/Explain the meaning of words with/

EN4V-IId-33
34 through prefixes un-, in-, im-, dis-, mis-, and LS1CS/EN-R-PSD-AE/JHS-34 √ √
EN8V-IIIa-15.3
re-
Identify meaning of word with suffixes –ful
EN4V-IIg-34
35 and –less; -er and –or; -ly and y; -able and – LS1CS/EN-R-PSD-AE/JHS-35 √ √
EN8V-IIIb-15.3
ible
Use context clues (synonym) and antonym) EN4V-IIIa-13.2
36 to find/arrive at meanings of unfamiliar EN5V-Ib-12-13 LS1CS/EN-R-PSD-AE/JHS-36 √ √
words EN8V-IIIf-12.3
37 Use a glossary to get the meaning of words EN4SS-IVg-21 LS1CS/EN-R-PSD-AE-37 √
Use strategies in taking tests

38 A. Before the test EN4SS-IVg-22 LS1CS/EN-R-PSD-AE-38 √
B. During the test
Share information through a variety of ways

39 (e.g. role playing, reporting, summarizing, EN2SS-If-j-1.2 LS1CS/EN-R-PSD-LE-39 √
retelling and show and tell)
Perform dialogues drama, mock interview,
40 EN2A-If-j-7.4 LS1CS/EN-R-PSD-LE-40 √
TV talk show etc.
Identify/ Analyze figures of speech that
show: EN5RC-If-2.3
 comparison (simile, metaphor, EN6RC-Ie-6.10
41 personification, hyperbole) in a EN7V-II-c-10.1.2 LS1CS/EN-R-PSD-AE/JHS-41 √ √
given text EN8V-IIf-10.1.4
 contrast (irony, oxymoron, EN7VC-IIf-10.1.3
paradox)
May 2019 Page 29


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Infer/determine the meaning of idiomatic EN6V-Ia-12.3.1
expressions/borrowed words using
- context clues and collocations (heavy EN6V-IIa-12.3.3
42 drinker, strong coffee, light sleeper, LS1CS/EN-R-PSD-AE/JHS-42 √ √
early risen, deep pockets, deep sleep, EN8V-Ia-10.2
heavy snow, etc.)
- affixes EN6V-Ib-12.4.2.1
Interpret the parts of important documents
and forms when necessary:
 Application form
 Bio-data/ Resume/ Curriculum Vitae
 Passport / Visa
 Land title
 Deed of Sale
43  Tax-related documents (TIN, LS1CS/EN-R-PSD-AE/JHS-43 √ √
community tax certificate)
 Commission on Elections form, voter’s
registration forms
 Bank forms (withdrawal, deposit,
loans, ATM, credit cards)
 Civil registry forms
(birth/marriage/baptismal certificates)
Fill out forms following instructions
44 EN4SS-IIf-10 LS1CS/EN-R-PSD-AE-44 √
appropriately
45 Make an outline from a selection read EN5RC-IIi-2.15.1 LS1CS/EN-R-PSD-AE-45 √

EN3SS-IIc-d-
2.15
EN4SS-IIIe-12
Use appropriate graphic organizers to show EN6RC-IVf-2.15.2 LS1CS/EN-R-PSD-
46 √ √
understanding of texts read EN8WC-Ia- LE/AE/LJHS/JHS-46 √
1.1.6.1
EN9RC-IIi-2.15
EN10RC-IIc-5.4
May 2019 Page 30


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Distinguish text-types according to purpose EN5RC-IIIa-3.2.4
- to persuade EN5RC-IIIc-3.2.5
47 LS1CS/EN-R-PSD-AE-47 √
- problem and solution EN5RC-IIIe-3.2.6
- comparison and contrast EN5RC-IIIh-3.2.7
Use the card catalog, the online public

48 access catalog or electronic search engine to EN5SS-IIb-1.5.3 LS1CS/EN-R-PSD-AE-48 √
locate specific resources
Get information from different parts of a
EN7SS-II-e-
49 book and from general references in the LS1CS/EN-R-PSD-JHS-49 √
1.3/1.4
library
Gather/ Get current information from various
print media like brochures, pamphlets, EN7SS-II-h-2.1
50 LS1CS/EN-R-PSD-JHS-50 √
newspapers and other print and non-print EN9RC-IIc-19
media
Conduct short research projects on a self- EN5SS-IVh-2.3

51 LS1CS/EN-R-PSD-AE-51 √
selected topic/ on a relevant issue EN6SS-IVh-2.3
Get vital information from various websites

52 EN10SS-IVb-1.7 LS1CS/EN-R-PSD-JHS-52 √
on the internet
Use dictionaries, thesaurus, and/ or online EN4SS-IIh-1.4

53 resources in getting the meaning of the EN5V-Ij- LS1CS/EN-R-PSD-AE-53 √
words 8.1/8.2/8.3
EN3SS-Ia-6
Use skimming and scanning to: EN7RC-Ia-7
 locate specific information from various EN8RC-If-7 and
materials 7.2
EN8RC-Ic-1.5.1
 determine the text type EN9RC-Ie-1.5.1
 determine key ideas EN9SS-Ie-1.5.1
EN10RC-IId-1.5.2
Identify the distinguishing of features of

55 EN7LT-I-a-2.1 LS1CS/EN-R-PSD-JHS-55 √
proverbs, myths, and legends
May 2019 Page 31


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Interpret properly simple, common written
messages, signs, symbols, words, and
phrases related to immediate needs, words
commonly used at work, or are found in the EN7SS-I-g-1.2
community (e.g., hospital/health EN7SS-Ih-1.2
centers/clinics, barangay hall,
advertisements, traffic signs, road signs,
prohibited signs , etc.)
Analyze information from a number of
sources:
Written and multi-media materials
- books LS1CS/EN-R-PSD-LE/AE/JHS-
57 √ √ √
57
- posters, brochures, billboards
- video clips
- audio tapes
Identify different Filipino and English literary
forms:
 Folk tale (The Monkey and the Turtle
by Jose Rizal)
 Speech (I Am A Filipino by Carlos P.
Romulo)
 Biography (Ferdinand Marcos, dictator,
President, 1917-1989)
 Drama (Dyesebel, Darna)
 Essay (Heritage of Smallness by Nick
Joaquin)
 Short story (e.g., The Happiest Boy in
the World by N.V.M. Gonzales)
 Novel (El Filibusterismo [The Reign of
Greed] by Jose Rizal
 Poetry (-Last Farewell by Jose Rizal;
Nine Thousand Thrill by Bernard F.
Asuncion)
May 2019 Page 32


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Distinguish between slang and colloquial

59 EN7V-I-a-22 LS1CS/EN-R-PSD-JHS-59 √
expressions in conversations
Analyze intention of words or expressions

60 EN8V-IIIg-26 LS1CS/EN-R-PSD-JHS-60 √
used in propaganda techniques
May 2019 Page 33

Domain/Macro Skill: Writing

Content Standard: Demonstrate understanding of simple sentences in expressing ideas.
Performance Standard E: Express one’s ideas and feelings clearly and appropriately in writing in at least two languages to be able to function as a member of
the family, the community, the nation, and the world, and to participate in community and economic development.
(Elementary & Junior High School Level)

Content Standard: Demonstrate understanding of writing as a process and importance of using varied sources of information.
Performance Standard E: Express one’s ideas and feelings clearly and appropriately in writing in the English language to be able to function as a member of the
family, the community, the nation, and the world, and to participate in community and economic development.
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Show understanding of a story showed
about one’s family through the following
writing activities:
Write letters of the alphabet/ simple
words/ numbers correctly in writing
information about:
EN2WC-IIIa-c-1
 oneself
1 EN3WC-IIIa-1 LS1CS/EN-WR-PSE-LE-1 √
 names of other family members
 one’s and other people’s address
 birth dates and other dates
important to the family
 numbers 0 to 100 (See Learning
Strand 3 – Numeracy Skills)
Write simple sentences to: MT1PWR-Iva-i-
 introduce oneself, e.g., I am 8.1
2 LS1CS/EN-W-PSE-BL/LE-2 √ √
 tell something about members of MT1C-Iva-i-2.1
the family MT2GA-Ih-i-5.1
Write different forms of simple composition
as a response to stories/ poems listened
3 En3WC-Ia-j-5
to: using appropriate punctuation marks
 note of advice
May 2019 Page 34


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
EN3WC-Ia-j-6
 Thank you letter
EN3WC-Ia-j-7
 descriptive paragraph EN3WC-Ia-j-8
 another ending for a story EN3WC-Ia-j-2.2
LS1CS/EN-W-PSE-LE/AE-3 √ √
 a diary EN3WC-Ia-j-9
 friendly letter EN4WC-Ic-2.4
 a short paragraph, etc. EN3WC-IIId-e2.6
EN4WC-Ig-18
Compose a personal letter to a friend,
4 EN7WC-III-h 2.2.15 LS1CS/EN-W-PSE-JHS-4 √
relative, and other people
Write sentences on different issues,
activities, or occasions (e.g., at home, in the
community, in the workplace, local, national,
5 and international issues) LS1CS/EN-W-PSE-JHS-5 √
 simple sentences
 compound sentences
 complex sentences
Write a paragraph about one’s personal
6 EN4WC-IIg-23 LS1CS/EN-W-PSE-AE-6 √
experience
Write a simple short story with its complete EN3WC-IVa-e-22
7 LS1CS/EN-W-PSE-LE/AE-7 √ √
elements EN4WC-IIe-21
Write 2-3 sentences about the characters in
EN4WC-Ia-b-15
8 a literary text listened to or read or a LS1CS/EN-W-PSE-LE/AE-8 √ √
EN4WC-IIf-22
reaction about a character in a story read
Write in correct sequence the
steps/instructions or directions for an activity
9 (e.g., preparing land for planting, following a EN4WC-Id-33 LS1CS/EN-W-PSE-AE-9 √
recipe, arranging historical events, and
implementing a project)
10 Write a news report using the given facts EN4WC-IIi-25 LS1CS/EN-W-PSE- AE-10 √
Write/compose clear and coherent sentences
describing persons, places, things, and EN4WC-IIIa-26
animals using: EN4WC-IIId-29
11  correct order of adjectives LS1CS/EN-W-PSE- AE-11 √
EN4WC-IIIe-30
 adverbs of time EN4G-IIIg-18
 adverbs of place
May 2019 Page 35


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
12 Write paragraphs showing cause and effect EN5WC-IIb-2.2.5 LS1CS/EN-W-PSE- AE-12 √
Fill-out forms accurately
 (School forms, deposit and EN5WC-IIj-3.7
13 LS1CS/EN-W-PSE- AE-13 √
withdrawal slips etc.)
EN6WC-IIa-3.7
 (Bio-data, application forms, etc.)
14 Write a 3- line, 4 –stanza poem EN6WC-Ia-2.2.2 LS1CS/EN-W-PSE- AE-14 √
Write a 4 - paragraph composition showing –
15 EN6WC-IIh-2.2.9 LS1CS/EN-W-PSE- AE-15 √
problem and solution
Recognized/ Identify the parts of a simple
16 paragraph (topic sentences, support EN7WC-I-e-2.8.1 LS1CS/EN-W-PSE-JHS-16 √
sentences, conclusions)
Identify and write the key ideas and
17 EN7WC-II-d-5.1 LS1CS/EN-W-PSE-JHS-17 √
supporting details
18 Identify supporting details EN7WC-II-f-5.2 LS1CS/EN-W-PSE-JHS-18 √
19 Compose a series of journal entries EN7WC-III-c2.8.5 LS1CS/EN-W-PSE-JHS-19 √

Compose a capsule biography of a person
20 EN7WC-IV-e-2.8.6.1 LS1CS/EN-W-PSE-JHS-20 √
interviewed
21 Compose an informative essay EN8WC-IIId-2.2.16 LS1CS/EN-W-PSE-JHS-21 √
Show respect for intellectual property rights

EN8SS-IIIf-1.6
22 by acknowledging citations by preparing a LS1CS/EN-W-PSE-JHS-22 √
EN10SS-IId-1.6.3
bibliography
Distinguish between and among informative,

journalistic, and literary writing.
1. Informative essay – educates a reader
on a topic
23  define a term EN9WC-Ia-8 LS1CS/EN-W-PSE-JHS-23 √
 compare and contrast something
 analyze data
 provide a how- to
May 2019 Page 36


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
2. Journalistic writing – is used to report
news stories in a variety of media
formats this style includes short, simple
sentences and paragraphs that present
objective stories based on facts
3. Literary writing – is defined as creating
new creative work, such as poems, or
words, and compilations or volumes of
creative work
24 Compose forms of literary writing EN9WC-Ie-9 LS1CS/EN-W-PSE-JHS-24 √
Compose a persuasive text of three
25 paragraphs expressing one’s stand on an EN10WC-If-12.3 LS1CS/EN-W-PSE-JHS-25 √
issue
Use quotation marks or hanging indentations
26 EN10SS-IIf-1.6.6 LS1CS/EN-W-PSE-JHS-26 √
for direct quotes
Compose a research report on a relevant
27 EN10SS-IVe-2.3 LS1CS/EN-W-PSE-JHS-27 √
social issue
28 Compose a book review LS1CS/EN-W-PSE-JHS-28 √
29 Write a job application letter and resume LS1CS/EN-W-PSE-JHS-29 √
Write a reflection paper (reflection on the
30 learning insights related to the contents of LS1CS/EN-W-PSE-JHS-30 √
one’s presentation portfolio)
31 Organize ideas in a written outline LS1CS/EN-W-PSE-JHS-31 √

Take notes while reading a book or listening
32 LS1CS/EN-W-PSE-JHS-32 √
to a speaker/oral presentation
Use academic referencing when preparing an
33 LS1CS/EN-W-PSE-JHS-33 √
essay or research report
Prepare a bibliography of books/articles read

34 or used as references in preparing a written LS1CS/EN-W-PSE-JHS-34 √
report or essay
May 2019 Page 37

CODE LEGEND
Learning Strand Code
Learning Strand 1 Communication Skills LS1CS

Learning Strand 2 Scientific and Critical Thinking Skills LS2SC
Learning Strand 3 Mathematical and Problem Solving Skills LS3MP
Learning Strand 4 Life and Career skills LS4LC
Learning Strand 5 Understanding the Self and Society LS5US
Learning Strand 6 Digital Citizenship LS6DC
ALS Level Code
Basic Literacy BL Filipino

Elementary Level (Lower) LE Antas Elementarya (Mababa) AEMB
Elementary Level (Advanced) AE Antas Elementarya (Mataas) AEMT
Junior High School Level JHS Antas Junior High School AJHS
May 2019 Page 38

LEARNING STRAND 1: COMMUNICATION SKILLS
ENGLISH
Sample: LS1CS/EN-L-PSA-AE/JHS-4
LEGEND SAMPLE
First Entry Learning Strand and Area Learning Strand 1 Communication Skills English LS1CS/EN
Domain/Macro Skill Listening L
Performance Standard Performance Standard PSA
Level Basic Literacy (BL)
Uppercase Letter/s Elementary Level AE/JHS
(Lower: LE) (Advanced: AE)
Junior High School Level (JHS)
Arabic Number Learning Competency Learning Competency 4
Learning Area Code Domain/Macro Skill Code

English EN Listening L
Speaking S
Viewing V
Reading R
Writing W
May 2019 Page 39

Pasig City

Learning Strand 1
COMMUNICATION SKILLS: FILIPINO
(BL to JHS)
May 2019
LEARNING STRAND 1: COMMUNICATION SKILLS – FILIPINO
Ang pangunahing layunin ng Pokus ng Pagkatuto (PP1): Kasanayan sa Komunikasyong Filipino ay mapaunlad ang kakayahan ng mga mag-aaral ng Alternative
Learning System (ALS) sa pakikipagtalastasan partikular sa kritikal na pagsusuri, pag-abot at epektibong paggamit ng mga impormasyon mula sa iba’t ibang uri ng midya
upang:
 Epektibong magampanan ang tungkulin bilang miyembro ng pamilya, komunidad, bansa at daigdig; at
 Aktibong makalahok sa pagpapaunlad ng komunidad at ekonomiya.
Saklaw rin nito ang limang makrong kasanayan: kritikal at malayuning pakikinig; wasto, angkop at malinaw na pagsasalita; kritikal at analitikal na panonood sa
mga obrang biswal na pangmidya; mapanuri at masusing pagbabasa ng impormasyon mula sa mga limbag na kagamitan ng iba’t ibang anyo ng midya at malinaw at
epektibong pagsulat ng naiisip at nararamdaman.
Ipinapakita sa ibaba ang balangkas ng Pokus ng Pagkatuto (PP1): Kasanayan sa Komunikasyong Filipino.
kritikal na masuri, maabot at

epektibong magamit ang
mga impormasyon
magamit proseso at gamit
pakikinig pagsasalita panonood pagbabasa pagsulat
epektibong magampanan ang aktibong pakikilahok sa

tungkulin bilang miyembro pagpapaunlad ng komunidad
ng pamilya, komunidad, at ekonomiya
bansa at daigdig
May 2019 Page 41

Tingnan ang halimbawa sa ibaba na nagpapaliwanag ng sinasabi sa balangkas:
Ang Unang Pamantayang Pagganap (A) ay nakatuon sa pakikinig bilang bahagi ng pagkatuto ng wika; kasama rin dito ang mga kasanayan:
Kasanayan : Naipapakita ang pag-unawa sa pakikipagtalastasan batay sa natutuhang wika (nauunawaan ang usapang naglalaman ng mga
pariralang kinapalolooban ng pamilyar na mga salita)
Antas Elementarya : Naipakikita ang pag-unawa sa pakikipagtalastasan batay sa natutuhang wika

(mababang antas) : (nauunawaan ang usapan na nagtataglay ng pamilyar at hindi pamilyar na mga salita)
Antas Elementarya : Naipakikita ang pag-unawa sa pakikipagtalastasan batay sa natutuhang wika

(mataas na antas) (nauunawaan ang isang usapan sa pamamagitan ng pag-alala sa mga pangyayari)
Antas Junior High School : Naipakikita ang pag-unawa sa pakikipagtalastasan batay sa natutuhang wika
: (nauunawaan ang lahat ng usapan na nagtataglay ng hindi pamilyar na mga salita ngunit hindi lahat ng mga detalye)
Sa halimbawa sa itaas, ipinapakita na ang isang mag-aaral ay inaasahang maipakikita ang pag-unawa sa pakikipag-usap mula sa pagiging payak hanggang sa
pagiging pinakakomplikado nito. Nag-uumpisang unawain ng mga mag-aaral ang mga usapang nagtataglay ng pamilyar na mga salita at umuunlad ito sa pamamagitan ng
pang-unawa sa mga usapang nagtataglay ng pamilyar at di pamilyar na salita, at sa kinalaunan ay maunawaang ang lahat ng usapan na nagtataglay ng di pamilyar na salita
at pag-alala ng tumpak at tiyak na mga detalye hinggil sa wika.
Ang mga pakomplikadong mga kasanayan ay ipinapakita sa ibaba sa Ikalawang Pamantayan sa Pagganap ay nakatuon sa pagsasalita (B), bilang bahagi ng
pagkatuto ng wika; kasama rin dito ang mga Kakayahan:
Kakayahan : Nakapagbibigay ng mga tanong kaugnay sa pang - araw - araw na pangangailangan (hal. paghahanap ng lokasyon ng lugar at
tao)
Antas Elementarya : Nakapagbibigay ng tanong kaugnay ng napapanahong isyu batay sa inilahad sa loob ng klase
(mababang antas)
May 2019 Page 42

Antas Elementarya : Nakapagbibigay ng tanong kaugnay ng napapanahong isyu sa pagpupulong sa komunidad

(mataas na antas)
Antas Junior High School : Nakapagbibigay ng tanong kaugnay ng napapanahong isyung inilahad sa programa sa radyo at telebisyon
Sa halimbawang ito, ang antas ng pagiging komplikado ng kasanayan sa pagtatanong ay tumataas habang ang mga pinanggagalingan ng impormasyon ay
nadadagdagan.
Para sa Ikatlong Pamantayang Pagganap (C) na nakatuon sa panonood, ang mga halimbawa ay ang mga sumusunod:
Batayang Antas : Natutukoy ang mga elementong biswal sa inilimbag at hindi inililimbag na mga sulatin
Antas Elementarya : Nakagagawa ng koneksiyon/ugnayan sa pagitan ng mga impormasyong napanood at sa mga personal na
(mababang antas) karanasan
Antas Elementarya : Natutukoy ang mga imahe at mga ideya na lantarang ginamit upang maimpluwensiyahan ang mga manonood
(mataas na antas) (yaong mga karaniwan) at makapagbigay nang tamang interpretasyon sa mga payak at pangkaraniwang isinulat na mensahe,
palatandaan, simbolo, salita, at mga parirala
Antas Junior High School : Nahuhulo (deduce) ang layunin at halaga ng mga biswal na midya sa dagliang pangangailangan o trabaho
Sa halimbawang ito, sinusuportahan ng kasanayan sa panonood ang literasi sa wika, at nagsisilbing pintuan sa pagsisiyasat ng mga masasalimuot na ideya at
nagmumulat sa mga mag-aaral sa iba pang mga paraan ng pagtingin sa mundo. Sa pamamagitan nito, ang mga yaman mula sa iba’t ibang uri ng midya ay maaaring
magamit nang mabisa at epektibo.
Para sa Ikaapat na Pamantayan sa Pagganap (D) na nakatuon sa pagbasa, makikita rin ang paglipat ng antas ng kasanayan mula sa payak hanggang sa
komplikado:
Kakayahan : Nabibigyang interpretasyon ang mga payak na pasulat na mensahe, simbolo, senyales, salita, at parirala kaugnay ng kagyat na
pangangailan na ginagamit sa komunidad
Antas Elementarya : Nabibigyang interpretasyon ang mga payak na pangungusap kaugnay ng kagyat na pangangailangan na ginagamit sa
(mababang antas) komunidad o sa lugar pagawaan
May 2019 Page 43

Antas Elementarya : Nabibigyang interpretasyon ang mga komplikadong pangungusap kaugnay ng kagyat na pangangailangan, gawain sa
(mataas na antas) komunidad o sa lugar pagawaan, at target na layunin
Antas Junior High School : Nabibigyang interpretasyon ang mga bahagi ng mahahalagang dokumento at anyo nito katulad ng bio - data, pormularyo sa
paghahanap ng trabaho, a t mga dokumentong may kaugnayan sa buwis
Sa tiyak na halimbawang ito, ang pagkakasunod-sunod ng antas ng kasanayan ay nakakamit sa pamamagitan nang dahan-dahang pagdaragdag ng hirap o
kasalimuotan sa mga aklat o konsepto, mula sa isang antas papunta sa isa pa. Halimbawa nito ay ang pagsulat ng mga mensahe, simbolo, hudyat, salita at parirala
hanggang sa pagsulat ng mga payak na pangungusap, patungo sa mga bahagi ng mga mahahalagang dokumento at iba pang mga anyo ng sulatin. Ang pinakahuli ay ang
iba’t ibang interpretasyon ng mga mensahe na hindi ganap na naihahayag sa mga sipi at teksto.
Para sa Ikalimang Pamantayan sa Pagganap (E) na nakatuon sa pagsusulat sa ilalim ng Kakayahan, ang mga halimbawa ay ang mga sumusunod:
Kakayahan : Nakasusulat ng mga payak na pangungusap:

 Naipakikilala ang sarili (hal. Ako si ________ )
 Nakapagpapahayag ng impormasyon tungkol sa mga miyembro ng pamilya
Antas Elementarya : Nakasusulat ng mga payak, tambalan, at mga langkapang pangungusap tungkol sa mgagawain, mga isyu, at iba
(mababang antas) pang mga okasyon
Antas Elementarya : Nakasusulat ng mga payak na talatasa mga aktibidad, mga isyu, at mga okasyon
(mataas na antas)
Antas Junior High School : Nakasusulat ng organisado at magkakatugmang talata na tumatalakay sa sarili, sa bansa, at sa mundo
Sa halimbawang ito, ang kasalimuotan sa kasanayan ay tumataas mula sa pagsusulat ng mga payak na pangungusap upang maipakilala ang sarili, hanggang sa mga
payak, tambalan, at mga langkapang pangungusap, patungo sa pagsusulat ng mga naglalarawan, nagsasalaysay, naglalahad, at nangungumbinsing mga talataan. Ang
paggalaw mula sa madali patungo sa mas mahihirap na gawain ay makatutulong sa mga mag-aaral na makaranas ng tagumpay sa paghubog ng kanilang mga kasanayang
komunikatibo.
May 2019 Page 44

May mga layunin, mga kakayahan, at mga kasanayan na unti-unting nahuhubog sa kabuuang proseso ng pagtuturo at pagkatuto sa tatlong antas— batayang antas,
elementarya, at sekondarya sa Alternatibong Sistema ng Pagkatuto (ALS).
Ang pagtaas ng kasalimuotan sa paliwanag ng midyum o stimulus (halimbawa, ang unang pakikinig ay maaaring hindi pormal na harapang pag-uusap, na kinalaunan
ay tutungo sa mga payak na anunsiyo at sa huli ay patungo na sa mga programa sa radio at telebisyon) ay makapagbibigay ng mga oportunidad sa mga tukoy na mag-aaral
para sa pagpapalawak ng kanilang mga karanasan na sasaklaw sa unti-unting pagkamit ng mga layunin at pagkahubog ng mga kakayahanatkasanayan habang tinatahak
nila ang tatlong bahagdan ng pagkatuto.
Bilang pagsasa-alang-alang sa estratehiya sa itaas, kailangan ding isa-alang-alang ng mga gumagamit ng kurikulum ang edad, karanasan, konteksto ng kultura, at
ang panlipunang kundisyon ng mga tinukoy na mag-aaral. Ang mga salik na ito ay binibigyan ng sapat na atensiyon habang nasa proseso pa ng pagbuo o/at pamimili ng
mga kagamitan sa pagkatuto/o mga sulatin o di kaya’y sa mga aktibidad ng pagpa-plano para sa pagsasagawa ng mga regular o espesyal na grupo ng mga mag-aaral, o iba
pang mga aktibidad na makatutulong sa pagkamit ng mga layunin sa isang natural na proseso. Halimbawa ay ang mga sumusunod:
Batayang Antas : Nailalahad na muli ang ilang mga detalye ng impormatibong mensahe sa napakinggang pag-uusap
Antas Elementarya : Nailalahad na muli nang wasto ang ilang mga detalye ng impormatibong mensahe sa napakinggang pag-uusap
(mababang antas)
Antas Elementarya : Nailalahad na muli nang wasto ang ilang mga detalye ng impormatibong mensahe sa napakinggang pormal at hindi
(mataas na antas) pormal na talakayan
Antas Junior High School : Nailalahad na muli nang wasto ang mga detalye ng impormatibong mensahe sa napakinggang pormal at hindi pormal na mga
talakayan
Sa batayang antas, isang istimulus kagaya ng isang payak na impormal na pag-uusap, na karaniwang nangyayari sa tahanan at sa pagitan ng mga miyembro ng
pamilya, ay maaaring hindi mangailangan ng labis na atensiyon. Ito ngayo’y yayabong sa pagbabalita – isang mas sopistikadong midyum na nangangailangan ng mas
malalim na konsentrasyon at nakatuon sa mga mag-aaral sa elementarya. Pinakahuli, sa bahagdan ng sekondarya, ang mga mag-aaral ay nailulugar sa isang mas malawak
na konteksto na nagpapayaman ng kanilang kakayahan o kritikal na abilidad upang masuri ang kanilang mga nakita, narinig, na-obserbahan, at napanood.
May 2019 Page 45

LEARNING STRAND 1: COMMUNICATION SKILLS (FILIPINO)
Saklaw/Makrong Kasanayan: Pakikinig (PK)

Pamantayang Nilalaman: Napagtutuunan ng pansin ang mga aralin at impormasyong naririnig mula sa iba’t ibang anyo ng midya upang mapaunlad ang kakayahan sa
mabisa at epektibong pakikinig.
Pamantayan sa Pagganap A: Naipamamalas ang kakayahan sa mapanuring pakikinig at pang-unawa sa napakinggan.

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nasasagot ang mga tanong (sino, ano, saan,
bakit, paano) tungkol sa napakinggang:
 pabula, tugma/tula at tekstong √
pang-impormasyon F1PN-IIIg-3 √
 kuwento batay sa tunay na FN2PN-3.1.1 √
√
1 pangyayari, usapan, alamat, balita, F3PN-Ic-1-3.1.1 LS1CS/FIL-PK-PPA-BL/MB/MT-1
anunsyo F4PN-Ih-3.2
 pagpupulong (pormal at di pormal) F5PN-Ie-3.1 √
√
 debate, script ng radio at F6PN-Ia-9-3.1 √
argumento
 sawikain
Nasasagot ang mga literal na tanong sa
napakinggang: LS1CS/FIL-PK-PPA-MT-2
2 √
 teksto, alamat, kuwento, usapan,
talata
F1PN-IVn-3
Naibibigay ang paksa o nilalaman ng
F6PN-Ia-g-3.1 LS1CS/FIL-PK-PPA-BL/MB/MT-3
napakinggang: √ √
3 F1PN-IIh-10 √
 tula at tekstong pang-impormasyon
F1PN-IIIi-7
 pabula
F2PN-Ih-12.1
F1PN-IId-1.1
F1PN-IIIb-1.2
Nasusunod ang napakinggang panuto ng
F1PN-Iva-1.2
isang gawain na may:
F2PN-IVc-1.3 √
4  isa- 2 hakbang √
F3PN-IIIb-1.4 LS1CS/FIL-PK-PPA-BL/MB/MT-4
 2-3 hakbang √ √
F4PN-IIIa-2-1.1
 3-4 na hakbang √ √
F5PN-Ij-1.1
F6PN-Ifh-1.1
May 2019 Page 46

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Napagsusunod-sunod ang mga pangyayari
sa napakinggang kuwento/teksto sa tulong
ng/batay sa/ sa pamamagitan ng: F1PN-If-8 √
 mga larawan F2PN-IIg-8.3
√ √
5  mga pamatnubay na tanong F3PN-IIf-6.4 LS1CS/FIL-PK-PPA- √
 paggamit ng una, ikalawa, ikatlo at F4PN-IIIj-8.4 BL/AEMB/AEMT-5 √
panghuli F6PN-IIIb-8.4 √
 kronolohikal na pagkakasunod- F7PN-IV-8.4
sunod sa napakinggang kasaysayan √
Nahuhulaan ang susunod na mangyayari sa
napakinggang: F1PN-IIIg-9 LS1CS/FIL-PK-PPA-BL/MB-6 √
6 √
 kwento F2PN-IIIi-9
√
 tula/tugma F2PN-IIIg-9
Naibibigay ang sariling hinuha sa kalalabasan
ng mga pangyayari bago, habang at F3PN-IIIf-12
pagkatapos mapakinggan ang: F4PN-IIb-12
√ √
7  kuwento F5PN-IIj-12 LS1CS/FIL-PK-PPA-MB/MT/JHS-7 √
 teksto F6PN-Id-2-12
√
 kuwentong-bayan F7PN-Ia-b-1
√
 akdang napakinggan F7PN-Ic-d-2 √
Nahihinuha ang maaaring mangyari sa mga
8 tauhan batay sa napakinggang bahagi ng F7PN-IVe-f-22 LS1CS/FIL-PK-PPA-JHS-8 √
akda
Nahihinuha ang kaalaman at motibo ng
9 √
nagsasalita batay sa napakinggan F7PN-IIIf-g-15 LS1CS/FIL-PK-PPA-JHS-9
Nahuhulaan ang mahahalagang kaisipan at
10 sagot sa mga karunungang-bayang F8PN-Ia-c-20 LS1CS/FIL-PK-PPA-JHS-10 √
napakinggan
Nahihinuha ang nais na ipahiwatig sa
11 √
sanaysay na napakinggan LS1CS/FIL-PK-PPA-JHS-11
Nahihinuha ang kahalagahan ng pag-aaral
12 ng Florante at Laura sa napakinggang mga F8PN-Iva-B-33 LS1CS/FIL-PK-PPA-JHS-12 √
pahiwatig sa akda
Nahihinuha ang damdamin ng mga
13 tauhan/sumulat batay sa napakinggang: F9PN-IIc-46 LS1CS/FIL-PK-PPA-JHS-13 √
 dayalogo (mga tauhan) F10PN-IIIb-77
May 2019 Page 47

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
 anekdota (sumulat)
Nahihinuha ang mga katangian ng parabula

14 √
batay sa napakinggang diskusyon F9PN-IIIa-50 LS1CS/FIL-PK-PPA-JHS-14
Nahihinuha kung bakit itinuturing na bayani
sa kanilang lugar at kapanahunan ang piling F10PN-Ie-f-65 LS1CS/FIL-PK-PPA-JHS-15
15 √
tauhan sa epiko batay sa napakinggang
usapan/dayalogo
F1PN-IIh-10
F1PN-IIIi-7
Naibibigay ang paksa ng napakinggang:
F1PN-IVj-7 LS1CS/FIL-PK-PPA-BL/MB/MT-16
 talata/tula/tekstong pang- √
F2PN-Ih-12.1
16 impormasyon √
F2PN-IIIf-7
 pabula/tugma o tula √ √
F3PN-IVd-7
 kwento/sanaysay/usapan F5PN-Ic-9-7
√
F6PN-IIId-19
Nailalarawan o natutukoy ang damdamin
ng mga tauhan/ tagapagsalita sa F1PN0Iii-11 LS1CS/FIL-PK-PPA-
napakinggang: F2PN-Ii-j-12.1 BL/MB/MT/JHS-17
17 √ √ √ √
 kwento F4PNIb-i-16
 pananalita ayon sa tono, diin, bilis F8PN-IVg-h-37
at intonasyon
Nakabubuo ng mga tanong matapos
mapakinggan ang isang: F1PN-IIIa-1.3 LS1CS/FIL-PK-PPA-MB/MT-18
18 √ √
 kuwento F6PB-IVg-20
 teksto
Natutukoy o nasasagot ang mga tanong sa
F3PN-IVi-16
mga mahahalagang detalye kaugnayan ng LS1CS/FIL-PK-PPA-
F4PN-If-3.2
napakinggang: MB/MT/JHS-19
F7PN-IIg-h-10
19  teksto tungkol sa epiko sa iba- √ √ √
F7PN-Iva-16
ibang rehiyon
 paksa
 balita
Nakabubuo ng isang kuwentong katumbas
20 LS1CS/FIL-PK-PPA-MB-20
ng napakinggang kuwento F3N-If-10 √
May 2019 Page 48

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Naisasalaysay na muli ang napakinggang:
 teksto sa tulong ng mga larawan/ F3PN-IIf-6.4
pamatnubay na tanong/ balangkas √
 maikling kuwento (buod ng mga F7PN-If-9-4 √
pangyayari)
F8PN-IIe-f-25 √
 sarswela (magkakaugnay na
21 LS1CS/FIL-PK-PPA-MB/JHS-21
pangyayari)
F10PN-IIf-74 √
 nobela (tunggalian sa pagitan ng
mga tauhan batay sa kanilang mga
pananalita)
Nailalarawan ang mga elemento ng

kuwento
- tagpuan F4PN-IIe-12-1 LS1CS/FIL-PK-PPA-MT/JHS-22
22 √ √
- tauhan F8PN-IVf-g-36
- banghay
- pangyayari
Naibibigay ang sanhi at bunga ng mga
pangyayari sa napakinggang:
23
 teksto F4PN-Iii-18.1 LS1CS/FIL-PK-PPA-MT-23 √
 ulat F4PN-IIIi-18.2 √
Nakakagawa ng dayagram ng ugnayang
sanhi at bunga ng mga pangyayari / F5PN-Iva-d-22 LS1CS/FIL-PK-PPA-MT-24 √
24
problema- solusyon mula sa tekstong F6PN-IVf-10
napakinggan
Nakapagbibigay ng angkop na pamagat
25 F5PN-Ih-17 LS1CS/FIL-PK-PPA-MT-25 √
sa tekstong napakinggan
Naiuugnay ang sariling karanasan sa F5PN-Ii-4 LS1CS/FIL-PK-PPA-MT-26

26 √
napakinggang teksto F6PN-IIb-4
Nakapagbibigay ng lagom o buod ng F5PN-IVg-H-23 LS1CS/FIL-PK-PPA-MT-27
27
tekstong napakinggan √
Nabibigyang kahulugan ang sawikaing
28 LS1CS/FIL-PK-PPA-MT-28
napakinggan F6PN-IIf-28 √
May 2019 Page 49

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nahihinuha ang kaugalian at kalagayang
panlipunan ng lugar na pinagmulan ng
29 LS1CS/FIL-PK-PPA-JHS-29 √
kuwentong-bayan batay sa mga F7PN-Ia-b-1
pangyayari at usapan ng mga tauhan
Nailalarawan ang paraan ng pagsamba o
30 ritwal ng isang pangkat ng mga tao batay √
LS1CS/FIL-PK-PPA-JHS-30
sa dulang napakinggan F7PN-Ih-i-5
Naiisa-isa ang mga hakbang na isinasagawa
mula sa napakinggang mga pahayag/
paliwanag ukol sa:
 pananaliksik F7PN-Ij-6 LS1CS/FIL-PK-PPA-JHS-31 √
31  pagbuo ng social media F8PN-IIIi-j-32 √
awareness campaign tungkol sa
isang paksa, gaya ng
pangangalaga sa kapaligiran,
kalusugan, kalinisan at iba pa
Naihahayag ang mensahe ng napakinggang LS1CS/FIL-PK-PPA-JHS-32
32 √
alamat F7PN-IIIc-d-8
Natutukoy ang mahahalagang mensahe,
detalye sa napakinggang :
 teksto tungkol sa epiko sa iba- F7PN-IIg-h-10 LS1CS/FIL-PK-PPA-JHS-33
ibang rehiyon (Luzon, Visayas,
33 √
Mindanao) F7PN-IIIa-c-18
 bahagi ng akda ukol sa kaligirang
pang kasaysayan ng Ibong
Adarna
Naipapaliwanag ang kahalagahan ng
paggamit ng suprasegmental (tono, diin,
antala) at mga di-berbal na palatandaan F7PN-IIa-c-13 LS1CS/FIL-PK-PPA-JHS-34
√
34 (kumpas, galaw ng mata at iba pa sa
tekstong napakinggan sa mga tulang
panudyo, tugmang de gulong, palaisipan,
bugtong)
Napaghahambing ang mga katangian ng

35 F7PN-IIIh-i-16 LS1CS/FIL-PK-PPA-JHS-35 √
mga tauhan sa napakinggang kuwento
May 2019 Page 50

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nagmumungkahi ng mga angkop na
solusyon sa mga suliraning narinig mula sa √
36 akda: F7PN-IVc-d-19 LS1CS/FIL-PK-PPA-JHS-36
 nilalaman ng Ibong Adarna
Naibabahagi ang sariling damdamin at

saloobin sa damdamin ng tauhan sa F7PN-IVe-f-20 LS1CS/FIL-PK-PPA-JHS-37 √
37
napakinggang bahagi ng akdang Ibong
Adarna, at iba pa
Nailalahad ang sariling pananaw sa pagiging
makatotohanan at di makatotohanan ng F8PN-Id-f-21 LS1CS/FIL-PK-PPA-JHS-38 √
38
mga puntong binibigyang diin sa
napakinggang alamat at maikling kuwento
Nabibigyang interpretasyon ang tulang √
39 F8PN-IIi-j-27 LS1CS/FIL-PK-PPA-JHS-39
napakinggan
Nakikinig nang mapanuri upang:
 makabuo ng sariling paghatol sa √
napanood na pag tatanghal
 matalinong makalahok sa F7PN-IVe-f-23 LS1CS/FIL-PK-PPA-JHS- 40 √
40
diskusyon
 maiugnay sa sariling saloobin at F8PN-IVI-j-38
damdamin ang naririnig na balita, √
komentaryo, talumpati at iba pa F10PN-IIg-h-69
May 2019 Page 51

Saklaw/Makrong Kasanayan: Pagsasalita (PS)

Pamantayang Nilalaman: Naipahahayag ng wasto, angkop at malinaw na pagsasalita upang magkaroon ng tiyak na pagpapahatid ng impormasyon sa mga tagapakinig.
Pamantayan sa Pagganap B: Naipapamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin.
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nagagamit ang magalang na pananalita sa
1 F1VG-IIa-1 LS1CS/FIL-PS-PPB-BL-1 √
angkop na sitwasyon pagpapakilala ng sarili
Naiuulat nang pasalita ang mga naobserbahang LS1CS/FIL-PS-PPB-BL-2
2 F1PS-IIe-3 √
pangyayari sa barangay o pamayanan
Nagagamit nang wasto ang pangngalan sa
3 pagbibigay ng pangalan ng tao, lugar, hayop, F1WG-IIc-f-2 LS1CS/FIL-PS-PPB-BL/MB-3 √
bagay at pangyayari (pantangi/pambala) F2WG-Ic-2-2 √
F1WG-IIc-f-2-1 LS1CS/FIL-PS-PPB-BL-4 √
4 Natutukoy ang kailanan ng pangngalan
Nagagamit ang pangngalan sa pagsasalaysay

5 ng tungkol sa sarili/mga tao, hayop, lugar at F3WG-Ia-d-2 LS1CS/FIL-PS-PPB-MB/MT-5 √
√
bagay sa paligid F4WG-Ia-e-2
Nagagamit sa pakikipag-usap sa ibat-ibang
sitwasyon at sa pagsasabi tungkol sa sariling
karanasan ang iba’t-ibang uri ng panghalip:
 Panghalip na panao(ako, ko, akin, amin, F1WG-IIg-h-3 √ √
kami, kayo, atin, inyo, kanila, kanya, siya, F2WG-Ii-3
sila, mo, kita, kata, natin, namin, nila) F3WG-Ie-h-3
F4WG-If-J-3 LS1CS/FIL-PS-PPB-BL/MB/MT-6
 Panghalip na pamatlig (ito, ire, nire, nito,
ganito, ganire, iyan, iyon, ayan, hayan, F5WG-Ia-2-2 √
√ √
6 F5WG-If-j-3
diyan, hayun, yaon, niyon, niyaon, doon,
F6WG-Ie-g-3
noon)
 Panghalip na pananong (ano, ano-ano,
F6WG-Ih-J-12 √
sino, sino-sino, nino, alin, alin-alin, saan-
saan)
 Panghalip na panaklaw (lahat, madla,
sinuman, alinman, anuman, pawang, ni isa)
 Panghalip na pamanggit (na, ng)
May 2019 Page 52

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nakapagbibigay ng panuto na may:
 1-2 hakbang F1PS-IId-8.1 LS1CS/FIL-PS-PPB-BL/MB-7
 2-3 hakbang ang pangunahing F2 PS-IIj-8.1 √
√
direksyon/lokasyon
 gamit ang pangunahin at √
7 pangalawang direksyon
 3-4 na hakbang gamit ang √
pangunahin at pangalawang
direksyon √
 may higit sa 5 hakbang
Naiisa-isa ang mga hakbang at panuntunan na LS1CS/FIL-PS-PPB-JHS-8

F7PS-Ij-6 √
8 dapat gawin upang maisakatuparan ang isang
proyekto
Nakagagawa ng sariling hakbang ng

F8PS-Ii-j-23 LS1CS/FIL-PS-PPB-JHS-9 √
9 pananaliksik nang naaayon sa lugar at panahon
ng pananaliksik
Nailalahad nang maayos at mabisa ang nalikom LS1CS/FIL-PS-PPB-JHS-10 √

10 F8PS-IIIa-c-30
na datos sa pananaliksik
Nakapagsasalaysay ng orihinal na kuwento sa LS1CS/FIL-PS-PPB-BL-11

11 F1PS-IIg-7 √
kaugnay ng napakinggang kuwento
Naipapahayag ang sariling damdamin o

aksyon/ opinyon sa napakinggang kuwento F2PS-Ig-6.1
12 F3PS-IIId-1
batay sa tunay na pangyayari/ pabula/ isyu/ LS1CS/FIL-PS-PPB-MB/MT-12
F4PS-Id-i-1 √ √
usapan/ pagpupulong (pormal at di-pormal)
Naiuulat nang pasalita ang:
 napanood na palabas sa telebisyon F1PS-Iva-4.1 √
 mga nasaksihang pangyayari sa F3PS-IIi-3.1 LS1CS/FIL-PS-PPB-BL/MB-13 √
13 barangay/pamayanan
F3PS-IIIi-3.5 √
 mga napakinggang balita √
F3PS-IVe-3.6
 napanood na patalastas
May 2019 Page 53

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Naikukuwentong muli ang napakinggang
kuwento na wasto ang pagkakasunod-sunod ng F4PS-Ic-4 LS1CS/FIL-PS-PPB-MT/JHS-14
14 √ √
mga pangyayari at gumagamit ng signal words F7PS-Id-c-4
na una, pangalawa
Naiuugnay ang sariling karanasan sa LS1CS/FIL-PS-PPB-MT-15 √
15 F4PS-Ic-4
napakinggang teksto
Nagagamit ang magagalang na pananalita sa
iba’t ibang sitwasyon: F4PS-Ig-12.9
√
 pakikipagtalastasan sa text (SMS)/ F4PS-IIa-12.10
pagbati LS1CS/FIL-PS-PPB-MT-16
 paghingi ng pahintulot F4PS-II-12d-12.11
F4PS-III-12c-12.12 √
16  pagpapahayag ng pasasalamat √
F4PS-IVb-e-13.2
 pagpapahayag ng sariling opinyon F4PS-IVc-12.16 √
 pagsasabi ng pangangailangan √
F4PS-IVd-12.17
√
 pagsasabi ng puna
 pagbibigay ng mungkahi o suhestyon
Nakapaglalarawan ng mga bagay, tao, hayop, F1WG-IIIc-d-4

pangyayari, lugar at iba’t-ibang sitwasyon F2WG-IIc-d-4
gamit ang pang-uri F3WG-IIIc-d-4 √
17 √ √
 Lantay F4WG-IIa-c-4 √
LS1CS/FIL-PS-PPB-BL/MB/MT-17 √
F5WG-IIf-g-4.2
 Pahambing/Pasukdol
F60L-IIa-2-4
Nagagamit nang wasto ang mga pang-ugnay F7WG-IIg-h-10 LS1CS/FIL-PS-PPB-JHS-18

na hudyat sa pagsasalaysay at pagsusunod- √
18 F9WG-Ia-j-41
sunod ng mga pangyayari (isang araw, F10WG-Ie-f-60
samantala, at iba pa)
Nagagamit ang salitang kilos o pandiwa sa:
 Pag-uusap tungkol sa iba’t ibang F1WG-IIIe-g-5
gawain sa tahanan at sa pamayanan F2WG-IIg-h-5 LS1CS/FIL-PS-PPB-BL/MB-19
19 √ √
 Pagsasalaysay ng mga personal na F3WG-IIIe-g-5
karanasan
May 2019 Page 54

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nagagamit nang wasto ang pandiwa ayon sa
panahunan sa: F4WG-IId-g-5
 Pagsasalaysay ng nasaksihang pangyayari LS1CS/FIL-PS-PPB-MT-20
20  Pagsasalaysay tungkol sa tradisyon at sa F5WG-IIb-5.2 √
iba’t ibang okasyon
F60L-IIf-j-5
 Pakikipag-usap sa iba’t ibang sitwasyon
F1WG-IIIh-j-6
F2WG-IIj-6
Nasasabi ang paraan, panahon at lugar ng
F3WG-IIIh-6 LS1CS/FIL-PS-PPB-BL/MB/MT-21
21 pagsasagawa ng kilos o gawain sa tahanan at
F4WG-IId-g-5 √
pamayanan (pang-abay) √
F5WGIIIa-c-6 √
F6WG-IIIa-c-6
Natutukoy/ nasasabi ang kaibahan/ pagkakaiba
22 F4WG-IIId-e-9.1 LS1CS/FIL-PS-PPB-MT-22 √
ng pang-uri, pandiwa at pang-abay
Nagagamit nang wasto sa pangungusap o sa
pagpapahayag ng sariling ideya ang: F4WG-IIh-j-6 LS1CS/FIL-PS-PPB-MT-23
23  Pang-abay at pandiwa F5WG-IIIa-c-6 √
F6WG-IIId-f-9 √
 Pang-abay at pang-uri
Nagagamit nang wasto ang mga pang-ukol LS1CS/FIL-PS-PPB-MB-24

24 F3WG-IIIi-j-7 √
(laban sa, ayon sa, para sa, ukol sa, tungkol sa)
Nagagamit nang wasto sa pangugusap/pakikipag F4WG-IIIf-g-10
25 LS1CS/FIL-PS-PPB-MT-25 √
talastasan ang pang-angkop na ng, g at na F5WG-IIIf-g-10
Nagagamit nang wasto at angkop ang
pangatnig (o, ni, maging, man, kung, kapag, F4WG-IIIh-11 LS1CS/FIL-PS-PPB-MT-26
26 pag, ngunit, subalit, dahil sa, sapagkat, sa F5WG-IIIf-g-10 √
wakas, kung gayon, daw, raw, kung sino, kung F6WG-IIIg-11
ano, siya rin atbp)
Nakabubuo nang wasto at payak na
pangungusap na may tamang ugnayan ng F1WG-IVg-j-8 LS1CS/FIL-PS-PPB-BL/MB-27 √
simuno at panag-uri sa pakikipag-usap F2WG-IVg-j-8 √
27
Nagagamit ang iba’t ibang uri ng pangungusap
sa pagsasalaysay ng sariling karanasan,
pakikipag-usap, pakikipag debate tungkol sa isyu,
May 2019 Page 55

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
panayam, pagpapakilala o pagkilatis ng produkto F4WG-Iva-13.1
F5WG-IIIi-j-8 LS1CS/FIL-PS-PPB-MT-27 √
at sa mga pormal na pagpupulong at paggawa ng
patalastas, pagsali sa dula-dulaan F6WG-Iva-j-13
F1PS-IIIg-1
Naipapahayag o nailalahad nang malinaw at F2PS-Ig-6.1
maayos ang sariling ideya/damdamin o F3PS-IIId-1
reaksyon/ opinyon/ saloobin/kongklusyon F4PS_Id-i-1
LS1CS/FIL-PS-PPB-BL/MB/MT/JHS- √ √ √
28 tungkol sa napakinggang tugma/tula/tekstong F5PS-Ia-j-1 √
28
pang-impormasyon, kuwento batay sa tunay na F6PS-Ij-1
pangyayari/ pabula/ alamat, napapanahong F8PS-IIf-g-27
isyu/ akdang tinalakay F9PSIVa-b-58
F10PS-Ia-b-64
Naisasalaysay nang maayos at wasto ang
29 F7PS-Id-e-4 √
pagkakasunod-sunod ng mga pangyayari LS1CS/FIL-PS-PPB-JHS-29
Naibabahagi ang sariling kuro-kuro sa mga
detalye at kaisipang nakapaloob sa akda batay sa:
30 F8PU-Ia-c-20 √
 pagiging totoo o hindi totoo LS1CS/FIL-PS-PPB-JHS-30
 may batayan o kathang isip lamang
Nabibigkas nang may wastong ritmo ang ilang
F7PS-IIIa-c-13
31 halimbawa ng tula/awiting panudyo, tugmang de LS1CS/FIL-PS-PPB-JHS-31 √
F8PS-IIa-b-24
gulong at palaisipan
Naibabahagi ang sariling ideya tungkol sa
32 F7PSIVa-b-18 LS1CS/FIL-PS-PPB-JHS-32 √
kahalagahan ng pag-aaral ng Ibong Adarna
Nailalahad ang sariling interpretasyon sa isang LS1CS/FIL-PS-PPB-JHS-33

33 F7PS-IVc-d-19 √
pangyayari sa akda na maiuugnay sa kasalukuyan
Naisasalaysay nang masining ang isang
pagsubok na dumating sa buhay na LS1CS/FIL-PS-PPB-JHS-34
34 F7PS-IVc-d-20 √
napagtagumpayan dahil sa pananalig sa Diyos
at tiwala sa sariling kakayahan
Naisasalaysay ang magkakaugnay na mga
35 F10PS-Iva-b-85 LS1CS/FIL-PS-PPB-JHS-35 √
pangyayari sa pagkakasulat ng El Filibusterismo
36 Nakikilahok sa isasagawang debate o kauri nito F9PS-If-44 LS1CS/FIL-PS-PPB-JHS-36 √
May 2019 Page 56

Saklaw/Makrong Kasanayan: Panonood (PD)

Pamantayang Nilalaman: Naipapakikita ang kritikal na pag-unawa at pagpapakahulugan sa napanood na iba’t-ibang anyo ng midya.
Pamantayan sa Pagganap C: Naipamamalas ang kakayahan sa mapanuring panonood ng iba’t ibang uri ng midya tulad ng patalastas at maikling pelikula.

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Naibibigay ang kahalagahan ng media (hal. F4PDI-e-2 LS1CS/FIL-PD-PPC-MT-1 √

1
pang-impormasyon, pang- aliw, panghikayat) F4PD-Ic-2
Nasasabi ang paksa ng napanood na maikling

2 F4PD-II-f-5.2 LS1CS/FIL-PD-PPC-MT-2 √
pelikula
F4PDI-g-3
Nasasagot ang mga tanong tungkol sa F4PD-Iia-86 LS1CS/FIL-PD-PPC-MT-3
3 √
pinanood F5PD-Ib-10
F6PD-Ij-20
Nakapagbibigay ng reaksyon sa napanood na LS1CS/FIL-PD-PPC-MT-4
4 F4PD-II-2-j-6 √
material
Naipakikita ang pag-unawa sa pinanood sa F4PD-IIIc-7.1
5 pamamagitan ng pagdurugtong ng ibang F4PD-IIIh-7.2
LS1CS/FIL-PD-PPC-MT-5 √
pagwawakas ayon sa saloobin o paniniwala F6VC-iicj-12
F4PD-II-b-4
Naisasadula ang nagustuhang bahagi ng LS1CS/FIL-PD-PPC-MT/JHS-6
6 F9PS-IIIa-53 √ √
napanood na material
F10PS-IVi-j-90
Nakapagbibigay ng ibang wakas para sa
7 pelikulang napanood at naibabahagi ito sa F5PD-IIIb-g-15 LS1CS/FIL-PD-PPC-MT-7
√
klase sa isang kakaibang paraan
F4PD-II-g-22
F5PD-III-c-i-16
Nasusuri ang mga tauhan/tagpuan at mga LS1CS/FIL-PD-PPC-MT/JHS-8
8 F6PD-IIIf-h-16 √ √
pangyayari sa napanood na maikling pelikula.
F7PD-IIg-h-10
F8PB-IIIg-h-32
F5PD-IIf-13
Naibibigay ang paksa/layunin ng pinanood na
9 F7PD-IIIa-c-13 LS1CS/FIL-PD-PPC-MT/JHS-9 √ √
dokumentaryo
May 2019 Page 57

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Naipakikita ang pag-unawa sa napapanood sa
10 F5PD-IIi-13 LS1CS/FIL-PD-PPC-MT-10 √
pamamagitan ng pagsulat sa buod nito
Nakapagtatala ng mahahalagang pangyayari sa LS1CS/FIL-PD-PPC-MT-11
11 F5PD-IIi-14 √
napanood na dokyumentaryo
Nasusuri ang mga kaisipan at pagpapahalagang F6PD-IVe-g-19 LS1CS/FIL-PD-PPC-MT-12
12 √
nakapaloob sa napanood na maikling pelikula
Napaghahambing ang iba’t ibang F5PD-IVe-j-18 LS1CS/FIL-PD-PPC-MT-13
13 √
dokumentaryo
Nasusuri ang estilong ginamit ng gumawa ng F5PD-IVf-g-18
14 LS1CS/FIL-PD-PPC-MT-14 √
maikling pelikula
Nasusuri ang ugnayan ng tradisyon at akdang F7PD-Ia-b-1
15 pampanitikan gamit ang graphic organizer F10PD-IIIg-g-78 LS1CS/FIL-PD-PPC-JHS-15 √
batay sa napanood na kuwentong-bayan
F7PD-Ij-6
Napapanood sa Youtube at natatalakay ang F7PD-IIe-f-9 LS1CS/FIL-PD-PPC-JHS-16 √
16
isang halimbawa ng pista sa iba’t ibang rehiyon F8PD-Ii-j-22
F8PD-IIa-b-23
Nasusuri ang isang indie film/dokyu-film o LS1CS/FIL-PD-PPC-JHS-17 √
17 F7PD-IIg-h-10
freeze story batay sa element at pamantayan
Nasusuri ang isang dokyu-film o freeze story

18 F7PD-IIi-11 LS1CS/FIL-PD-PPC-JHS-18 √
batay sa ibinibigay na mga pamantayan
F7PD-IIi-14
Naipaliliwanag ang tema at iba pang elemento
19 ng mito/ alamat/ kuwentong-bayan batay sa F7PD-IIId-3-14 LS1CS/FIL-PD-PPC-JHS-19 √
napanood na mga halimbawa nito
Nasusuri ang nilalaman ng napanood na F7PD-III-a-c-13
dokyumentaryo kaugnay ng tinalakay na mga F5PD-IIi-14 LS1CS/FIL-PD-PPC-MT/JHS-20
20 √ √
tula/awiting napanood, tugmang de gulong at F5PD-IVe-j-18
palaisipan F8PU-IIIe-f-32
Naiaangkop sa sariling katauhan ang kilos,

F&PD-III-i-15 LS1CS/FIL-PD-PPC-JHS-21 √
21 damdamin at saloobin ng tauhan sa napanood na
dula gamit ang mimicry F7WG-IIIa-c-13
May 2019 Page 58

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nailalahad ang saloobin kaugnay ng isang
√
22 telenobela o seryeng napanood na maaring F7PD-IVc-d-18 LS1CS/FIL-PD-PPC-JHS-22
ihalintulad sa akdang tinalakay F9PD-IIIi-j-54
Nailalahad sa pamamagitan ng mga larawan
mula sa dyaryo, magasin at iba pa ang F7PD-IVc-d-21 LS1CS/FIL-PD-PPC-JHS-23 √
23
gagawing pagtalakay sa napanood na
napapanahong isyu
Naibibigay ang mga mungkahi sa napanood na √
24 F7PD-IVc-d-22 LS1CS/FIL-PD-PPC-JHS-24
pangkatang pagtatanghal
F8PD-IIa-b-7
Nasusuri ang mensahe sa napanood na F4PD-II-g-22 LS1CS/FIL-PD-PPC-MT/JHS-25
25 √ √
pagtatanghal F5PD-IIIc-i-16
F6PD-If-10
Nasusuri ang pagkakatulad at pagkakaiba ng √
26 F8PD-Id-f-20 LS1CS/FIL-PD-PPC-JHS-26
napanood na alamat sa binasang alamat
Napahahalagahan ang kulturang Pilipino na
masasalamin sa pinanood na sarsuwela sa F8PD-IIe-f-25 LS1CS/FIL-PD-PPC-JHS-27 √
27
pamamagitan ng pagpili ng bahaging
maliwanag na nagpapakita nito
F6PDIV2-i-21
Napaghahambing ang kultura ng ilang bansa sa
F8PD-IVa-b-33 LS1CS/FIL-PD-PPC-MT/JHS-28
28 Silangang Asya batay sa napanood na bahagi √ √
F9PD-IIe-f-48
ng teleserye o pelikula
F9PD-IVd-57
Napahahalagahan ang napanood na dula sa
F9PD-Ig-h-43 LS1CS/FIL-PD-PPC-JHS-29 √
29 pamamagitan ng pagpili at pagpapaliwanag ng
bahaging naibigan
Naihahayag ang sariling pananaw tungkol sa
√
30 ibinahaging sariling akda sa napanood na F9PD-IIi-J-49 LS1CS/FIL-PD-PPC-JHS-30
pagtitipon
Natutukoy at naipaliliwanag ang mensahe ng √
31 LS1CS/FIL-PD-PPC-JHS-31
napanood na parabulang isinadula
F9PD-IIIa-50
Natutukoy ang mensahe at layunin ng √
32 F10PD-Ia-b-61 LS1CS/FIL-PD-PPC-JHS-32
napanood na cartoon ng isang mitolohiya
May 2019 Page 59

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Natatalakay ang mga bahagi ng pinanood na √
33 F10PD-Ic-d-63 LS1CS/FIL-PD-PPC-JHS-33
nagpapakita ng mga isyung pandaigdig
Naipapaliwanag ang katangian ng mga tao sa
√
34 bansang pinagmulan ng kuwentong-bayan F10PD-IIa-b-70 LS1CS/FIL-PD-PPC-JHS-34
batay sa napanood na bahagi nito
Nabubuo ang sariling wakas ng napanood na
√
35 bahagi ng teleserye na may paksang kaugnay F10PD-IIf-72 LS1CS/FIL-PD-PPC-JHS-35
ng binasa
Nasusuri ang napanood na pagbabalita batay
sa:
a. paksa F10PD-IIg-h-68 LS1CS/FIL-PD-PPC-JHS-36 √
36
b. paraan ng pagbabalita
c. at iba pa
Naibibigay ang sariling opinyon tungkol sa √

37 F10PD-IIIb-75 LS1CS/FIL-PD-PPC-JHS-37
anekdotang napanood sa Youtube
Nabibigyang-puna ang napanood na teaser o
√
38 trailer ng pelikula na may paksang katulad ng F10PCD-Iva-b-81 LS1CS/FIL-PD-PPC-JHS-38
binasang akda
Napahahalagahan ang napanood sa
pagpapaliwanag na kaligirang pangkasaysayan F10PD-Iva-b-81 LS1CS/FIL-PD-PPC-JHS-39
√
39 ng pagkakasulat ng El Filibusterismo sa
pamamagitan ng pagbubuod nito gamit ang
timeline
May 2019 Page 60

Saklaw/Makrong Kasanayan: Pagbasa

Pamantayang Nilalaman: Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto maging sa mga impormasyong nababasa sa anumang uri ng
midya (internet, brochures, flyers atbp.) upang magamit ito sa pang-araw-araw na pamumuhay.
Pamantayan sa Pagganap D: Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin.

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nabibigkas nang wasto ang tunog ng bawat
1 F1KP-IIb-1 LS1CS/FIL-PB-PPD- BL-1 √
letra ng alpabetong Filipino
Nakikilala ang mga tunog na bumubuo sa pantig F1KP-IIf-5
2 F1-IVa-b-5 LS1CS/FIL-PB-PPD-BL-2 √
ng mga salita
F1KP-IId-3
3 Napapantig ang mga salita LS1CS/FIL-PB-PPD-BL-3 √
F1KP-IIe-4
4 Nabibilang ang pantig ng mga salita LS1CS/FIL-PB-PPD-BL-4 √
Napapalitan at nadaragdagan ang mga tunog F1KP-lli-6 √

5 LS1CS/FIL-PB-PPD-BL-5
upang makabuo ng bagong salita F1KP-lj-6
F1KP-IIIc-8
6 Natutukoy ang mga salitang magkakatugma F2KP-IIb-8 LS1CS/FIL-PB-PPD-BL/MB-6 √ √
F3KP-Ib-f-8
7 Nakapagbibigay ng mga salitang magkakatugma F2KP-IVc-i-9 LS1CS/FIL-PB-PPD-MB-7 √
Nabibigkas nang wasto ang tunog ng mga

8 F2KP-IIIh-1 LS1CS/FIL-PB-PPD-MB-8 √
diptonggo (aw,ew,iw,ay,oy)
Nabibigkas nang wasto ang tunog ng kambal- √
9 katinig (kl,ts,gl,pr,pl,gr) F2KP-IVb-1.2 LS1CS/FIL-PB-PPD-MB-9
Nakapagsasama ng mga katinig, patinig upang

10 F3KP-IIIh-j-11 LS1CS/FIL-PB-PPD-MB-10 √
makabuo ng salitang klaster (blusa, gripo, plato)
Nababasa ang mga salitang:
 iisa ang baybay ngunit magkaiba ang F3PP-IIe-g-2.4 LS1CS/FIL-PB-PPD-MB-11
11 bigkas F3PP-IVc-g-2.5 √
 hiram
May 2019 Page 61

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Natutukoy ang kahulugan ng mga tambalang
12 F3PT-IIIc-i-3.1 LS1CS/FIL-PB-PPD-MB-12 √
salita na nananatili ang kahulugan
Natutukoy ang kahulugan ng salita batay sa:
13  kumpas, galaw, ekspresyon ng mukha F1PT-IIb-f-6 LS1CS/FIL-PB-PPD-BL/MT- 13 √ √
 ugnayang salita-larawan F4PT-IIIb-f-6
Natutukoy ang kahulugan ng salita batay sa LS1CS/FIL-PB-PPD-BL- 14
14 F1PP-IIIh-1.4 √
kasingkahulugan
Napagyayaman ang talasalitaan sa
pamamagitan ng: F1PT-IVj-2
 pagbubuo ng mga salita gamit ang mga F1PT-IIIj-3
pantig F2PT-Ic-e-2.1
 pagbubuo ng mga salita/paghahanap ng F3PT-IIId-h-2.1
maikling salita sa loob ng isang mahabang LS1CS/FIL-PB-PPD-BL/MB-15 √ √
15
F3PT-IIh-2.3
salita
 paggamit ng magkasingkahulugan at F3PT-Iva-f-2.2
magkasalungat na salita
 pagbubuo ng mga bagong salita mula sa
salitang-ugat
Nababasa ang mga salitang gamit ang
palatandaang kunpigurasyong: F1PP-IIg-4.1 LS1CS/FIL-PB-PPD-BL- 16
16 F1PT-IIIf-4.1 √
 larawan
 tunay na bagay
Nakakagamit ng mga pahiwatig/palatandaang F2PT-Ia-h-1.4
nagbibigay kahulugan upang malaman ang F2PT-Ia-h-1.5
kahulugan ng mga salitang pamilyar at di F2PT-IIIf-1.8 LS1CS/FIL-PB-PPD-MB/MT-17 √ √
pamilyar sa pamamagitan ng: F3PT-IIIa-1.10
17  kasingkahulugan F4PT-Ia-1.10-IV-i-
 kasalungat 1.12
 iba’t ibang sitwasyong pinaggagamitan ng F5PT-Ic-1.8-Ij-1.4
salita (context clues) F5PT-IIg-4.3
 paglalarawan F6V-IId-1.5
18 Napapangkat ang mga salitang magkakaugnay F5PT-IIg-4.3 LS1CS/FIL-PB-PPD-MT-18 √
May 2019 Page 62

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nagbibigay ng mga salitang
19 F5PT-IIIc-h-10
magkakasalungat/magkakasingkahulugan LS1CS/FIL-PB-PPD-MT-19 √
Natutukoy/ naibibigyang kahulugan ang mga:
F6PT-Ij-4.2
 salitang hiram
F6V-IIf-4.4
 matatalinghagang salitang ginamit LS1CS/FIL-PB-PPD-MT/JHS-20 √
20 F8PT-Ia-c-19 √
sa pangungusap, kuwento, alamat, F8PT-IIi-j-28
tula, pahayag na binasa F8PT-Iva-b-33
21 Nagagamit sa pangungusap ang salitang hiram LS1CS/FIL-PB-PPD-JHS-21 √

F7PT-II-i-5
Nagagamit ang mga natutuhang salita sa LS1CS/FIL-PB-PPD-BL-22
22 F1PP-IIIj-9 √
pagbuo ng mga simpleng pangungusap
Nakabubuo ng bagong salita gamit ang panlapi
23 F6PT-IIIj-15
at salitang-ugat LS1CS/FIL-PB-PPD-MT-23 √
Naipaliliwanag ang pinagmulan ng salita F7PT-IIg-h-10

24 LS1CS/FIL-PB-PPD-JHS-24 √
(etimolohiya) F9PT-IIId-e-52
F10PT-IIIa-76
Natutukoy ang payak na salita mula sa salitang
25 F8-IIa-b-23 √
maylapi LS1CS/FIL-PB-PPD-JHS-25
Natutukoy ang mga tamang salita sa pagbuo ng
26 F8PT-IIIe-f-31 √
isang puzzle na may kaugnayan sa paksa LS1CS/FIL-PB-PPD-JHS-26
F1AL-IIb-1
Nasasabi ang nilalaman ng aklat batay sa
27 F2AL-IIa-1.1 LS1CS/FIL-PB-PPD-BL/MB-27 √
pamagat at pabalat √
F3AL-IIIa-e-1.4
Natutukoy ang gamit/kahalagahan sa
pangugusap ng: F1AL-IVb-7 LS1CS/FIL-PB-PPD-BL/MB-28
28 √ √
 maliliit at malalaking letra F2AL-IIe-10
F1AL-IVf-8
 iba’t ibang bantas
F2AL0Ii-g-5.2
Naisasalaysay muli ang binasang teksto/
F3PB-IIg-12.2
kuwento nang may tamang pagkakasunod-
29 F3PB-IV3-12.4 LS1CS/FIL-PB-PPD-MB/MT-29 √ √
sunod ng mga pangyayari sa tulong ng
F4PB-Ig-12.1
pamatnubay na tanong/ balangkas
F6PB-IVf-5.6
Nabibigyan ng sariling pamagat ang isang
30 √
kuwento F2AL-IVb-10 LS1CS/FIL-PB-PPD-BL-30
May 2019 Page 63

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nabibigyang-kahulugan ang matalinghagang
31 √
pahayag sa parabula F9PT-IIIa-50 LS1CS/FIL-PB-PPD-JHS-31
Naipaliliwanag ang kahulugan ng salita batay
32 √
sa pinagmulan nito (epitimolohiya) F10PT-IIa-b-22 LS1CS/FIL-PB-PPD- JHS-32
Naipaliliwanag ang kahulugan ng mga F1EP-IVh-2.1
33 √ √
simpleng pictograp F6AS-IIh-9 LS1CS/FIL-PB-PPD-BL/AEMT-33
Nakasasagot sa mga tanong tungkol sa
nabasang: F2PB-IVa-3.2
 tekstong pang-impormasyon P3PB-Id-3.1
 tula F3PB-Id-3.1 LS1CS/FIL-PB-PPD-MB/MT-34
F3PB-Iva-3.2 √ √
 balita
34 F4PB-Ia-3.1.2
 editoryal
 anekdota F4PB-IIIa-d-3.1
F6PB-IVh-3.12
 ulat
F5PB-Ie-3.3
 talaarawan, talambuhay, journal
Natutukoy ang suliranin sa nabasang teksto o

35
napanood F2PB-IIIf-7 LS1CS/FIL-PB-PPD-MB-35 √
F2PB-IIIg-6
Nasasabi/ napag-uugnay ang sanhi at bunga ng
36 F3PB-IIIh-6.2 LS1CS/FIL-PB-PPD-MB/MT-36
mga pangyayari sa binasang teksto/pahayag √ √
F4PB-IId-i-6.1
F2PB-IVc-2.4 LS1CS/FIL-PB-PPD-MB-37
37 Naiuugnay ang binasa sa sariling karanasan √
F3PB-IIa-1
F2PB-IVi-11
Naibibigay/ napipili ang mga sumusuportang LS1CS/FIL-PB-PPD-MB/MT/JHS-38
F3PB-IIIe-11.2
38 kaisipan/ detalye sa pangunahing/ √ √ √
F4PB-IIh-11.2
mahahalagang kaisipan ng tekstong binasa
F8PB-IIa-b-24
F2PB-IVj-8
Nakapagbibigay ng angkop na pamagat sa
39 F3PB-IIIf-8 LS1CS/FIL-PB-PPD-MB/MT-39
isang talata/ binasang teksto √ √
F4PB-IIIg-8
Natutukoy/ nailalarawan ang elemento ng F3PB-IIb-e-4
40 LS1CS/FIL-PB-PPD-MB/MT-40 √ √
kuwento (tauhan, tagpuan, banghay) F4PB-Ia-97
F3PB-IIc-2
41 Nakasusunod sa nakasulat na panuto F4PB-IIi-h-2.1 LS1CS/FIL-PB-PPD-MB/MT-41 √ √
F5PB-IVe-2
May 2019 Page 64

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
42 Nakapagbibigay ng wakas ng binasang kuwento F3PB-IIi-14 √
LS1CS/FIL-PB-PPD-MB-42
F3PB-IIId-10
Nasasabi/ naipaliliwanag ang paksa o tema ng
43 F6PB-IVb-10 LS1CS/FIL-PB-PPD-MB/MT/JHS-43 √
binasang paksa/ sanaysay √ √
F8PBIIf-g-2b
Naibibigay ang buod o lagom ng tekstong
44 binasa sa tulong ng mga pangunahin at mga F3PB-IIIj-16 LS1CS/FIL-PB-PPD-MB/JHS-44 √ √
pantulong na kaisipan F7PB-IIIf-g-17
Nakapagbibigay ng mungkahing solusyon sa √

45 LS1CS/FIL-PB-PPD-MB-45
suliraning nabasa sa isang teksto o napanood F3PB-IVi-16
F4PB-If-j-3.2.1
46 Nasasagot ang mga tanong na bakit at paano F5PB IIIg-32 LS1CS/FIL-PB-PPD-MT-46 √
F6PB-IVi-3.2.2
Natutukoy ang bahagi ng binasang kuwento LS1CS/FIL-PB-PPD-MT-47
47 F4PB-Ii-24 √
(simula, kasukdulan, katapusan)
LS1CS/FIL-PB-PPD-MT-48
48 Nakababasa para kumuha ng impormasyon F4PB-IIa-25
√
Nahuhulaan/ nahihinuha ang maaring mangyari/
kahihinatnan ng mga pangyayari sa F4PB-IIa-17 LS1CS/FIL-PB-PPD-MT/JHS-49 √
49 √
teksto/kuwento gamit ang dating karanasan/ F7PB-IIIh-i-18
kaalaman
F4PB-IIIf-19
Nasusuri kung opinyon o katotohanan ang isang LS1CS/FIL-PB-PPD-MT/JHS–50
50 F5PB-IIIf-h-19 √ √
pahayag
F7PB-Ih-i-5
Nasasabi/naipaliliwanag ang sanhi at bunga ng F5PB-IIc-6.1 LS1CS/FIL-PB-PPD-MT/JHS-51
√ √
51
mga pangyayari F7PB-Id-e-3
52 Nakapagbibigay ng wakas sa nabasang kuwento F7PB-IIId-21 √

LS1CS/FIL-PB-PPD-JHS-52
LS1CS/FIL-PB-PPD-JHS-53
Napaghahambing ang mga katangian ng tula/
53 awiting panudyo/ tugmang de gulong at F7PB-IIIa-c-14 √
palaisipan
May 2019 Page 65

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Napaghahambing ang mga katangian ng mito at LS1CS/FIL-PB-PPD-JHS-54
54 F7PB-IIId-e-15 √
alamat, kuwentong bayan
Nasusuri ang mga pangyayari sa akda na

55 nagpapakita ng mga suliraning panlipunan na F7PB-IVc-d-21 LS1CS/FIL-PB-PPD-JHS-55 √
dapat na mabigyan ng solusyon
Naipapaliwanag ang mga hakbang sa paggawa ng

56 F8PB-Ii-j-25 LS1CS/FIL-PB-PPD-JHS-56 √
pananaliksik ayon sa binasang datos
Naiisa-isa ang mga positibo at negatibong

57 F8PB-IIId-e-30 LS1CS/FIL-PB-PPD-JHS-57 √
pahayag
Nailalarawan ang mga kondisyong panlipunan
sa panahong isinulat ang akda at ang epekto F9PB-Iva-b-56 LS1CS/FIL-PB-PPD-JHS-58
58 √
nito matapos maisulat hanggang sa
kasalukuyan
Naiuugnay ang mga kaisipang nakapaloob sa
59 akda sa nangyayari sa sarili, pamilya, F10PB-Ia-b-62 LS1CS/FIL-PB-PPD-JHS-59 √
pamayanan, lipunan at daigdig
Naibibigay ang sariling pananaw o opinyon

F10-PB-IIj-71 LS1CS/FIL-PB-PPD-JHS-60 √
60 batay sa binasang anyo ng sanaysay (talumpati
o editoryal)
Nabibigyang-puna ang mga nababasa sa mga

61 social media (pahayagan, TV, Facebook, email F10PB-IIi-j-79 LS1CS/FIL-PB-PPD-JHS-61 √
at iba pa)
Natatalakay ang mga kaisipang:

 kabuluhan ng edukasyon F10PB-IVd-e-88 LS1CS/FIL-PB-PPD-JHS-62
62  pamamalakad sa pamahalaan √
 pagmamahal sa Diyos
 bayan/ pamilya
May 2019 Page 66

Saklaw/Makrong Kasanayan: Pagsulat (PU

Pamantayang Nilalaman: Naipapahayag ng pasulat ang naiisip at nararamdaman nang malinaw at epektibo.
Pamantayan sa Pagganap E: Nagkakaroon ng papaunlad na kasanayan sa wasto at maayos na pagsulat.

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
1 Nakasusulat ng malalaki at maliit na letra F1PU-IIa-1.11:c 1.2: LS1CS/FIL-PU-PPE-BL-1 √

1.2a
Nasisipi nang malinaw ang salita mula sa
2 F1KM-IIb-1 LS1CS/FIL-PU-PPE-BL-2
huwaran √
F1PV-IIe-i-2.1
Nababaybay nang wasto ang mga salitang may
3 LS1CS/FIL-PU-PPE-BL-3 √
tatlo o apat na pantig na natutuhan sa aralin
F1KM-IIIe-2
Naisusulat nang may wastong baybay at bantas
4 LS1CS/FIL-PU-PPE-BL/MB-4 √ √
ang salita/pangungusap na ididikta
Nakasusulat ng salita/talata/pangungusap nang
may wastong baybay, bantas, gamit ng malaki F1KM-IVj-3
at maliit na letra upang maipahayag ang ideya, F2KM-IIg-j-3
5 damdamin o reaksyon sa isang paksa o isyu: LS1CS/FIL-PU-PPE-BL/MB-5 √ √
a. nagpapakilala ng sarili
b. nagsasabi o naglalahad tungkol F4PU-Ia-2
sa mga miyembro ng pamilya
Nakasusulat sa kabit-kabit na paraan na may
6 F2Pu-Id-f-3.1 LS1CS/FIL-PU-PPE-MB-6 √
laki o layo sa isa’t isa ang mga salita
Naisusulat nang may wastong baybay at
7 F2KM-Iva-2.4 LS1CS/FIL-PU-PPE-MB-7 √
bantas ang liham na ididikta ng guro
Nakakasulat ng liham sa tulong ng padron
8 F2KM-IVd-1.5 LS1CS/FIL-PU-PPE-MB-8 √
mula sa guro
9 Nakasusulat ng isang tugma-tugmaan LS1CS/FIL-PU-PPE-MB-9 √

F2KM-IVe-7
Nakakasulat ng sariling liham na wala nang √

10 F2KM-IVi-1.6 LS1CS/FIL-PU-PPE-MB-10
padron
May 2019 Page 67

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nakakasulat ng:
√
 isang ulat tungkol sa isang pangyayari ng F3KM-Ij-4
F3KM-IIi-4 LS1CS/FIL-PU-PPE-MB-11 √
napakinggan/naobserbahan/napanood sa
11 F4PU-Ia-2
kapaligiran
 balitang napakinggan nang may wastong LS1CS/FIL-PU-PPE-MT-11
pagkakasunod-sunod ng mga pangyayari
Nababaybay nang wasto ang mga salitang
12 F3PY-IIh-2.5 LS1CS/FIL-PU-PPE-MB-12
hiram √
Nagagamit ang malaki at maliit na letra at
mga bantas sa pagsulat ng mga salitang F4PU-IVd-f-4 LS1CS/FIL-PU-PPE-MB-13 √
13
natutuhan sa aralin, mga salitang katutubo,
salitang hiram at mga salitang dinaglat
Nakasusulat ng:
 natatanging kuwento tungkol sa F4PU-Ia-2
natatanging tao sa kanilang pamayanan F4PU-Ic-2.2
 tugma o maikling tula F5PU-Ie-2.2
F6Pu-IIIi-2.2
 balita na may huwaran/padron/balangkas
F4PU-Id-h-2.1 LS1CS/FIL-PU-PPE-MT/JHS-14 √
 sariling talambuhay F4PU-IIe-g-2.1
 simpleng resipi F5PU-IIc-2.5
 reaksiyon/ opinion tungkol sa F4PU-IIIa-2.4
napapanahong isyu F4Pu-IIb-2.3
14  buod/lagom ng binasa F4PU-IIIc-2 √
 patalastas gaya ng polyeto, poster, pamphlet F6PU-IIIi-2.3
tungkol sa kampanyang F6PU-IIIg-6
pangkalusugan,pagpapaunlad ng pamayanan
o pag-aanunsyo ng pagkakakitaan o negosyo
F4PU-IVg-2.3
 minutes ng pagpupulong
F6-PU-Ij-2.3
 liham pangkaibigan F6WC-IIh-2.3
 liham pangangalakal F6PU-IVb-2.1
 ulat F7Pu-If-g-4
 liham na nag-aaply ng trabaho
Naibibigay ang mga datos na hinihingi ng isang
15
form F5PU-Ii-16 LS1CS/FIL-PU-PPE-MT-15 √
May 2019 Page 68

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nakasusulat ng iskrip para sa radio broadcasting F5PU-IVc-i-2.12
16 F6PU-IVe-2.12.1 LS1CS/FIL-PU-PPE-MT-16
at teleradyo √
Naisusulat ang iskrip ng informance na
17 nagpapakita ng kakaibang katangian ng F7PU-Id-e-3 LS1CS/FIL-PU-PPE-JHS-17 √
pangunahing tauhan sa epiko
Naisusulat ang isang editoryal na naghihikayat
18 √
kaugnay ng paksa F7PU-IIc-d-8 LS1CS/FIL-PU-PPE-JHS-18
Naisusulat ang isang orihinal na salaysay gamit
19 F7PU-IIi-11 LS1CS/FIL-PU-PPE-JHS-19 √
ang mga elemento ng isang maikling kuwento.
Naisusulat ang tekstong nagmumungkahi ng
20 solusyon sa isang suliraning panlipunan na may LS1CS/FIL-PU-PPE-JHS-20 √
F7PU-IVc-d-19
kaugnayan sa kabataan
Naisusulat ang isang orihinal na tulang may apat
o higit pang saknong sa alinmang anyong √
21 LS1CS/FIL-PU-PPE-JHS-21
tinalakay, gamit ang pag-ibig sa kapwa, bayan o F8PU-IIi-j-29
kalikasan
Naisusulat ang isang islogan na tumatalakay sa
22 LS1CS/FIL-PU-PPE-JHS-22 √
paksang aralin F8PU-IVg-h-39
Naisusulat ang ilang taludtod tungkol sa
23 pagpapahalaga sa pagiging mamamayan ng F9PU-Ie-43 LS1CS/FIL-PU-PPE-JHS-23 √
bansang Pilipinas
Naisusulat ang sariling opinyon tungkol sa mga
dapat o hindi dapat taglayin ng kabataang F9PU-If-44 LS1CS/FIL-PU-PPE-JHS-24
24 √
Asyano
Naisusulat ang isang sanaysay na naglalalahad
ng sariling pananaw tungkol sa napapanahong F9PU-IId-49 LS1CS/FIL-PU-PPE-JHS-25 √
25
isyu o paksa
Naisusulat ang buod ng isang mito/ alamat/
kuwentong- bayan nang maayos na F7PU-IIId-e-14 LS1CS/FIL-PU-PPE-JHS-26
26 √
pagkakaugnay-ugnay ng mga pangyayari
Naisusulat ang mga impormasyon tungkol sa isa √
27 F10PU-Ic-d-66 LS1CS/FIL-PU-PPE-JHS-27
sa napapanahong isyung pandaigdig
May 2019 Page 69

CODE LEGEND

Learning Strand 4 Life and Career Skills LS4LC
ALS Level Code

Elementary Level (Lower) LE Antas Elementarya (Mababa) MB
Elementary Level (Advanced) AE Antas Elementarya (Mataas) MT
Junior High School JHS Antas Junior High School JHS
May 2019 Page 70

LEARNING STRAND 1: COMMUNICATION SKILLS
FILIPINO
Sample: LS1CS/FIL-PK-PPA-AEMT/JHS-4
LEGEND SAMPLE
Learning Strand 1 Communication Skills
First Entry Learning Strand and Area Filipino LS1CS/FIL
Domain/Macro Skills Pakikinig PK
Saklaw/Makrong Kasanayan
Performance Standard Pamantayang Pagganap PPA
Uppercase
Letter Basic Literacy (BL) /
Level
Antas Elementarya (AE): MT/JHS
Antas (Mababa: MB) (Mataas: MT)/
Junior High School (JHS)
Learning Competency
Arabic Number Kasanayang Pampagkatuto 4
(Kasanayang Pampagkatuto)
Saklaw/Makrong Kasanayan Code

Pakikinig PN
Pagsasalita PS
Panonood PD
Learning Area Code Pagbasa PB
Filipino FIL Pagsulat PU
May 2019 Page 71

Pasig City

Learning Strand 2
SCIENTIFIC AND CRITICAL THINKING SKILLS
(BL to JHS)
May 2019
May 2019 Page 72

LEARNING STRAND 2: SCIENTIFIC AND CRITICAL THINKING SKILLS
The ultimate goal of this learning strand is for the learners to attain scientific and apply critical thinking skills in daily life situations to improve their lives,
as well as the quality of life of the people, the community and the country as a whole.
Consistent to the framework of the K to 12 science curriculum that is spiral progression, the spiraling of learning competencies is highlighted in this
learning strand. These competencies are spiraled in all levels: basic, elementary, and junior high school. Science concepts and skills learned by the learners in the
basic level will be encountered again in elementary and junior high school levels. In this way, mastery of the learning competencies are achievable.
The learning competencies appears repetitive, but they are sequenced progressively such that foundational science competencies are tackled first before
learners are led to higher level competencies. Particularly, the learning competencies are arranged in a logical and sequential order: from simple to complex,
concrete to abstract, familiar to unfamiliar, specific to general and narrow to broad.
Note how this is demonstrated in the examples below:
Example 1
Performance Standard B: Relate how science and technology affect people’s beliefs, practices and ways of thinking.
Learning Competencies:
Elementary Level 19.2 Name some plants found in the home and in the community
Junior High School Level 19.3 Describe the plants found at home and in the community
The learning competencies for the two levels in Example 1 follow a sequential development of skills such that in the elementary level, the process skill of
identification is targeted as the learners will name some plants. And in the secondary level, learners will gain the complex skill in describing the plant which
denotes the skills necessary in plant anatomy and morphology. This hierarchical arrangement of skills will help the learners apply scientific thinking in daily life
situations in a fashion that is facilitative and contextual.
Example 2
Performance Standard B: Relate how science and technology affect people’s beliefs, practices and ways of thinking.
Learning Competencies:
Elementary Level 19.16 Classify these animals according to their structure, food, habitat, and manner of
reproduction
Junior High School Level 19.17 Differentiate between vertebrates and invertebrates (learners will be made to
differentiate animals with backbone and without backbone found in the home and in the community)
May 2019 Page 73

The learning competencies in Example 2 are in spiral progression. In the elementary level, learners will classify the animals in their specific conditions.
While in the junior high school level, learners will do the process skill of differentiating animals which is an initial skill needed to animal anatomy. This hierarchy of
skills accords to the spiral progression of the learning competencies as the literacy level of the learners increases.
There are six content and performance standards in this learning strand that are arranged progressively as well:
Content Standards Performance Standards

Demonstrate understanding of the scientific values and attitudes. Apply scientific values and desirable attitudes in dealing with various
A
life situations.
Demonstrate understanding on the existing superstitious beliefs and Relate how science and technology affect people’s beliefs, practices
B
the use of the scientific method. and ways of thinking.
Demonstrate understanding on conducting Science investigation. Practice the application of the scientific method in different life
C
situations.
Demonstrate understanding on various biological concepts and their
D Apply biological science concepts in daily life situation.
applications.
Demonstrate understanding on the use of science and technology in Use science and technology to cope with natural and human-induced
E
Disaster Risk Reduction and Readiness Management. calamities.
Demonstrate understanding on Chemistry, Physics, Earth and Space
F Employ physical science concepts that contribute to sustaining life.
concepts and their applications.
These performance standards are corollary to the basic science concepts and areas learned in formal schools, such as the scientific values and attitudes,
superstitions and scientific inquiry, scientific method, biological science, disaster risk reduction and readiness management, and physical science.
May 2019 Page 74

SCIENTIFIC AND CRITICAL

THINKING SKILLS
ABILITY TO MAKE CURIOSITY,

OPENNESS AWARENESS FUTURE
CRITICAL AND INNOVATIVENESS,
TO CHANGE OF OPTIONS ORIENTATION
INFORMED DECISIONS AND CREATIVITY
PERSONAL AND SOCIAL EFFECTIVENESS
May 2019 Page 75

The ultimate goal of Learning Strand 2 is to develop individuals who are aware of their own thinking, able to make critical and informed decisions, defend
their ideas and evaluate the ideas of others, and are persistent in striving for new ways to solve problems. Through the development of scientific literacy and
critical thinking skills, ALS learners will enhance their own personal and social effectiveness by way of improving the quality of life.
Specifically, embedded in the performance standards are the functional competencies of openness to change; awareness of options; ability to make
critical and informed decisions; curiosity, innovativeness and creativity; and future orientation with the abilities to:
organize new knowledge

gather and analyze information
categorize things and ideas
make comparisons
infer principles from evidence
critique one’s own thinking
evaluate options as a basis of decision making
apply the scientific process
seek explanations for applying the scientific process
support assertions with evidence
overcome obstacles and find a better way of doing things
apply principles to draw conclusions
and learn independently.
All of these will lead the ALS learners to understand and apply scientific knowledge (cognitive), develop and demonstrate scientific values and attitude
(affective), and demonstrate scientific inquiry skills (behavioral). Thus, it achieves holistic development of science skills among the learners as they attend the
learning interventions.
May 2019 Page 76

Content Standard: Demonstrate understanding of the scientific values and attitudes.
Performance Standard A: Demonstrate scientific values and desirable attitudes in dealing with various life situations

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Openness to Change/Flexibility
Investigate a societal issue before making a
1 LS2SC-SV-PSA- LE/AE/JHS-1 √ √ √
judgment
Recognize and consider new evidence/options/ EN5LC-IIIa-2.15
2 findings brought up even if decisions have EN6OL-IIIa-1.27 LS2SC-SV-PSA-LE/AE/JHS-2 √ √ √
already been made EN7RC-IVg-10.4
Gather information from experts in the field
3 LS2SC-SV-PSA-LE/AE/JHS-3 √ √ √
related to the issue
Awareness of Options/Open-Mindedness
Recognize alternative ways of addressing an
issue
List down several options in coming up with a
5 EN9LC-IIIi-8.2 LS2SC-SV-PSA-LE/AE/JHS-5 √ √ √
decision
6 Identify issues affecting family and society LS2SC-SV-PSA-LE/AE/JHS-6 √ √ √
Honesty in Gathering, Recording and Reporting

Data
Demonstrate honesty and accuracy, e.g.,
proper use/correct reading of measuring
devices such as weighing scales, tape
measures, a meter stick, exact counting of
objects or items, recording of observations as
actually seen or heard
Interpret data truthfully and accurately, e.g.,

8 correct and exact interpretation of data, no LS2SC-SV-PSA-LE/AE/JHS-8 √ √ √
guesswork and/or alterations of results
May 2019 Page 77

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Demonstrate innovativeness and creativity by
coming up with projects such as:
 hydroponics farming
 tissue culture techniques in propagating
agricultural crops
 those using Information Technology (IT)
Create something new from something old,
e.g., inventions, new recipes, labor saving
devices/methods, new and improved ways of
doing things
Critical Judgment
Analyze various options concerning issues
affecting daily life situations, e.g., birth control
issues, removal of life support gadgets from a
patient
Choose options after weighing the pros and
cons, advantages and disadvantages, e.g.,
12 LS2SC-SV-PSA-JHS-12 √ √
divorce, birth control, smoking, Genetic
Modified Organism (GMO)
EN5OL-IIh-4
Take a stand on the issues presented, e.g.,
13 EN6LC-IIId-3.1.13 LS2SC-SV-PSA-JHS-13 √
agree or disagree; approve or disapprove
EN9VC-IVi-14
Explain the relationship between population

14 S10LT-IIIi-42 LS2SC-SV-PSA-LE/AE/JHS-14
growth and carrying capacity
Future Orientation
Recognize that everything changes, nothing
15 remains constant, and the only thing which is LS2SC-SV-PSA-JHS-15 √
constant is change
Compare situations in the past with the
16 present in terms of progress in science and LS2SC-SV-PSA-JHS-16 √
technology
May 2019 Page 78

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Describe progress in electronics e.g., from
17 manual typewriter to computer, from air mail LS2SC-SV-PSA-JHS-17 √
to E-mail, from newspaper to internet
Infer that more sophisticated devices will be
18 LS2SC-SV-PSA- JHS-18 √
produced in the future
Demonstrate awareness and interest in using
19 recent products of advances in science and LS2SC-SV-PSA- JHS-19 √
technology
Relate advances in science and technology to a

20 LS2SC-SV-PSA-JHS-20 √
better quality of life
Appreciation of Science and Technology

Explain how outstanding contributions of
21 science have enhanced the quality of life and LS2SC-SV-PSA-LE/AE/JHS-21 √ √ √
levels of thinking
Cite contributions made by Filipino/foreign
22 scientists and their impact on one’s life and the LS2SC-SV-PSA-LE/AE/JHS-22 √ √ √
community
Identify contributions of local scientists in

improving life in the community
Recognize inventions that improve everyday

life
Apply scientific values and demonstrate
positive attitudes in dealing with the advances
of science and technology in various life
situations
Design a product out of local, recyclable solid
26 and/ or liquid materials in making useful S5MT-Ih-i-4 LS2SC-SV-PSA-LE/AE/JHS-26 √ √ √
products
May 2019 Page 79

Content Standard: Demonstrate understanding on the existing superstitious belief and the use of the scientific method
Performance Standard B: Relate how science and technology affect people's beliefs, practices and ways of thinking

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Cite local superstitious beliefs and practices/
ways of thinking that are related to science
1 LS2SC-SM-PSB-LE/AE/JHS-1 √ √ √
and technology and those without scientific
basis
Identify existing superstitious beliefs and
practices in the home and the community,
e.g., superstitious beliefs and practices
involving stages in family life from birth to
2 death; pamahiin about courtship, married life, LS2SC-SM-PSB-LE/AE/JHS-2 √ √ √
death; activities in agriculture, construction of
houses/buildings; selection of dates for
important events; influence of numbers and
the moon and stars in one’s life, etc.
Explain scientifically the basis of common
practices, beliefs and phenomena e.g., not
3 standing beside a tall object in an open field LS2SC-SM-PSB-JHS-3 √
when there is lightning, harvesting mushrooms
right after a lightning strikes
Illustrate cause–effect relationships in nature,
e.g., reaction to stimulus which may either be
4 LS2SC-SM-PSB-JHS-4 √
positive or negative like leaves of a plant
reacting positively to sunlight
Cite how science and technology influence

5 LS2SC-SM-PSB-AE/JHS-5 √ √
people’s lives
Use the scientific method to test hypothesis

and reach conclusions on issues and concerns
affecting daily life situations e.g.,
6 LS2SC-SM-PSB-JHS-6 √
 Suspension of judgment until evidence
is available, avoidance of bias,
prejudice and superstitions
May 2019 Page 80

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Develop skills necessary to make independent
inquiries about the natural world which affect
personal, family, and community life situations,
e.g., Conduct a simple community survey using
sampling techniques on a problem affecting
7 the health of the people in the community like LS2SC-SM-PSB-JHS-7 √
water, air and garbage pollution; or an opinion
survey on the practice of family planning,
sexual behavior, etc.; record and organize the
data gathered using tables and graphs and
then analyze the results
May 2019 Page 81

Content Standard: Demonstrate understanding on conducting science investigation
Performance Standard C: Practice the application of the scientific method in different life situations

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Design and conduct a simple study/
investigation on factors affecting the health
1 LS2SC-SI-PSC-LE/AE/JHS-1 √ √ √
and well-being of the family and the
community
Identify existing problems affecting the health
of the family and the community
Cite health hygienic and dietary practices of
the family and community
Describe waste/garbage disposal of the family
and the community
5 Identify diseases prevalent in the community LS2SC-SI-PSC-LE/AE/JHS-5 √ √ √
Describe the components of a scientific

6 S7MT-Ia-1 LS2SC-SI-PSC-JHS-6 √
investigation
Record observations of the existing conditions
7 at home and in the community using an LS2SC-SI-PSC-LE/AE/JHS-7 √ √ √
observation/survey guide
Conduct simple experiments to test hypotheses
about different life situations in the community
Classify data (observations) collected according

to set criteria e.g., grouping the observations
(data) under specific headings/ categories like
9 health practices, personal hygiene, nutrition, LS2SC-SI-PSC-LE/AE/JHS-9 √ √ √
environmental sanitation, shelter, water
supply, livelihood and income; education,
diseases, etc.
10 Analyze and synthesize data collected LS2SC-SI-PSC-LE/AE/JHS-10 √ √ √
May 2019 Page 82

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Evaluate the facilities/services available in
11 the community e.g., water supply, shelter, LS2SC-SI-PSC-LE/AE/JHS-11 √ √ √
school health services, recreation center, etc.
State the factors affecting the health and well-
being of the family and the community, e.g.,
poor health habits and personal hygiene,
malnutrition/ poor eating habits, dirty
surroundings/ improper waste and garbage
disposal, unsafe water supply, low income,
unemployment, low educational attainment,
lack of health services, etc.
13 Make conclusions based on data gathered LS2SC-SI-PSC-LE/AE/JHS-13 √ √ √
Make recommendations to persons/authorities

concerned to help solve identified problems,
14 e.g., Rural Health Center, Barangay Units, LS2SC-SI-PSC-LE/AE/JHS-14 √ √ √
Local Government Units and Department of
Education
Apply appropriate solutions to identified

problems using scientific thinking skills,
e.g., attending classes and participating in
health education programs, practicing good
health habits and personal hygiene, proper
waste/garbage disposal, preparation of a
balanced diet, boiling and/or filtering water to
make it safe for drinking, keeping food safe
from flies, cockroaches and rats and
participating in a “clean and green” project
Recognize the importance of recycle, reduce,

16 reuse, recover and repair in waste LS2SC-SI-PSC-LE/AE/JHS-16 √ √ √
management
May 2019 Page 83

Content Standard: Demonstrate understanding on various biological concepts and their applications
Performance Standard D: Apply biological science concepts in different life situations

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
1 Cite some applications of science in areas like: LS2SC-BC-PSD-LE/AE/JHS-1 √ √ √
Biotechnology
2 Discuss the concept of biotechnology LS2SC-BC-PSD-LE/AE/JHS-2 √ √ √
Give some important applications of

3 biotechnology, e.g., food preservation and LS2SC-BC-PSD-LE/AE/JHS-3 √ √ √
hydroponics
Food Preservation
Demonstrate scientific procedures in food
preservation, e.g., sterilization, pasteurization
4 LS2SC-BC-PSD-LE/AE/JHS-4 √ √ √
(milk), refrigeration, canning, salting, drying,
etc.
Hydroponics
Describe hydroponics as an alternative method

of growing Plants
Cite the advantages and disadvantages of
hydroponics
Personal and Community Health

Describe the concept of health, e.g., health is
not simply the absence of disease, it is the
over-all physical, mental and social well-being
of a person
Describe a healthy person, e.g., strong body,
sound judgment, emotionally stable, socially
adjusted and in harmony with his/her physical
and social environment
May 2019 Page 84

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Cite factors that contribute to good health,
e.g., Proper nutrition, adequate clothing,
9 personal hygiene, Clean environment, LS2SC-BC-PSD-LE/AE/JHS-9 √ √ √
adequate shelter, social justice, education,
recreation, good habits
Explain the concept of disease, e.g., alteration
10 in the overall state of the well - being of a LS2SC-BC-PSD-LE/AE/JHS-10 √ √ √
person
Cite factors affecting the well-being of a
person such as:
 congenital (existing at birth) diseases
11  predisposition to certain diseases and LS2SC-BC-PSD-LE/AE/JHS-11 √ √ √
acquired physical defects
 poor resistance to germs
 diabetes, hypertension, and asthma
Enumerate the combination of factors that
bring about many diseases, e.g., poor
nutrition, bad habits, overcrowding, unhygienic
practices, pollution, inadequate shelter, poor
sanitation, ignorance, poverty, war, calamities,
environmental destructions, inherited/acquired
disorders, lack of basic health services and
contaminated water
Describe some communicable diseases in the

community, e.g., influenza (flu), pneumonia, H4DD-IIa-7/H4DD-Iig-
tuberculosis (TB), typhoid fever, dengue h-12
fever/H fever, malaria, rabies, hepatitis
Cite causes and symptoms of diseases, e.g.
 bite of the Aedes aegypti mosquito;
characterized by high fever, eruptions and
severe pains in joints; and abdominal pains. H8DD-IIIb-c-17
 Malaria – caused by parasitic Plasmodium H7DD-IVb-d-25
vivax, P. falciparum and P. malariae;
transmitted by the bite of the female
anopheles mosquito
May 2019 Page 85

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
 TB caused by tubercule bacillus transmitted
by affected persons through coughing,
sneezing and talking with them, using their
personal belongings characterized by on
and off fever and cough, considerable loss
of weight, blood in the sputum
Demonstrate preventive and curative measures
for diseases, e.g., personal hygiene,
cleanliness of surroundings, proper garbage
disposal, proper nutrition and control of
insects (flies, mosquitoes, cockroaches) and
animals (dogs and rats)
Demonstrate how to make water safe to drink
16 H6EH-IIIc-3 LS2SC-BC-PSD-LE/AE/JHS-16 √ √ √
e.g., boiling, filtering, chlorination
17 Demonstrate how to prepare a balanced meal LS2SC-BC-PSD-LE/AE/JHS-17 √ √ √
Sensory System
18 Identify the different sense organs LS2SC-BC-PSD-LE/AE-18 √ √ √
Relate the structure of the sense organs to its

19 S3LT-IIa-b-1 LS2SC-BC-PSD-LE/AE/JHS-19 √ √ √
functions
Describe the causes and symptoms of some
diseases associated with the sense organs, e.g.
 Eyes: ocerthalmium (night blindness),
conjunctivitis, stye,
 sore eyes, lesions of the eyes, foreign body
20  Nose: adenoids, foreign body S4LT-IIa-b-3 LS2SC-BC-PSD-LE/AE/JHS-20 √ √ √
 Ears: otitis, foreign body
 Tongue/mouth: oral thrush (singaw),
Herpes simplex
 Skin: carbuncle, boils (pigsa), dermatitis
and fungal infections
Demonstrate healthful habits in taking care
21 H2PH-Ii-j-8 LS2SC-BC-PSD-LE/AE/JHS-21 √ √ √
of the sense organs
May 2019 Page 86

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nervous System
Relate the structure of the nervous system to
its functions, e.g., how the brain, spinal cord,
22 S10LT-IIIc-36 LS2SC-BC-PSD-AE/JHS-22 √ √ √
and nerves help a person respond to what is
happening around him/her
Enumerate some voluntary and involuntary
reactions as a response to certain stimuli,
23 e.g., response to stimulus as perceived by LS2SC-BC-PSD-AE/JHS-23 √ √ √
the senses; reactions during
danger/emergency
Describe some common diseases associated
24 with the nervous system, e.g., headache, S4LT-IIa-b-3 LS2SC-BC-PSD-AE/JHS-24 √ √
dizziness, numbness and paralysis
Demonstrate healthful habits in taking care of
the nervous system, e.g., proper diet, exercise,
25 LS2SC-BC-PSD-AE/JHS-25 √ √
personal hygiene, cleanliness and proper
handling of stress and tension
Muscular - Skeletal Systems
Relate the structure of the muscular system to
its functions, e.g., the skeletal system consists
of bones, joints, cartilages, etc. The muscular
system is made up of muscles, tendons,
26 S4LT-IIa-b-1 LS2SC-BC-PSD-AE/JHS-26 √ √
ligaments, etc. It gives support and shape to
the body and helps it stand erect, protection to
organs and bones and provides surface for the
attachment of muscles
Identify injuries and diseases that can harm
the skeletal and muscular systems, e.g.,
sprain, cramps, fractures, muscle strain and
osteoporosis
Demonstrate first aid treatment for injuries to
the skeletal and muscular systems
29 the skeletal and the muscular systems, e.g., LS2SC-BC-PSD-AE/JHS-29 √ √
right food, exercise and cleanliness
May 2019 Page 87

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Respiratory System
Relate the structure of the respiratory system
30 to its functions, e.g., nose, air passages or S4LT-IIa-b-1 LS2SC-BC-PSD-AE/JHS-30 √ √
tubes, lungs, etc.
Describe some illnesses associated with the
respiratory system, their causes and
symptoms, e.g., causes and symptoms of
31 S4-LT-IIa-b-3 LS2SC-BC-PSD-AE/JHS-31 √ √
simple cough and colds, pneumonia, asthma,
tuberculosis (TB), emphysema, whooping
cough and diphtheria
Cite preventive and curative measures for
32 S9LT-lc-27 LS2SC-BC-PSD-AE/JHS-32 √ √
respiratory diseases
Practice proper care of the respiratory system,
33 such as, personal hygiene, right food, LS2SC-BC-PSD-AE/JHS-33 √ √
cleanliness, good health habits (no smoking)
Digestive System
Relate the structure of the digestive system to
its functions, e.g., mouth and teeth,
34 S4LT-IIa-b-1 LS2SC-BC-PSD-AE-34 √
esophagus, stomach, small intestine, liver, gall
bladder, pancreas, large intestine and anus
Describe the common ailments of the digestive
system, e.g.,The causes, symptoms,
prevention and cure of diarrhea, hyperacidity,
peptic ulcer, indigestion
the digestive system, e.g., proper diet,
personal hygiene, sanitation and good health
habits
Excretory System
Relate the structure of the excretory system to
its functions, (e.g. kidneys, skin and liver)
Describe the common ailments of the
38 excretory system (e.g. kidney stones, UTI and S4LT-IIa-b-3 LS2SC-BC-PSD-AE/JHS-38 √ √
urethritis)
May 2019 Page 88

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
39 the excretory hygiene, sanitation and good LS2SC-BC-PSD-AE/JHS-39 √ √
health habits
Circulatory System
Relate the structure of the cardio-vascular

system to its functions
Describe the common ailments associated with
the cardio-vascular system, e.g., hypertension,
angina pectoris, hematoma, varicose veins and
anemia
the cardio- vascular system, e.g., proper
diet (avoid fatty, high cholesterol, salty
food), personal hygiene, exercise, good
health habits (e.g., avoid smoking and
drinking alcohol excessively)
Describe how the respiratory and circulatory
systems work together to transport nutrients,
43 S9LT-la-b-26 LS2SC-BC-PSD-AE/JHS-43 √ √
gases, and other molecules to and from the
different parts of the body
Reproductive System
Relate the structure of the reproductive system
to its functions, e.g., *male reproductive
system: prostate gland, testicles, scrotum,
44 penis, vas deferens, sperm, urethra *female S4LT-IIa-b-1 LS2SC-BC-PSD-AE/JHS-44 √ √
reproductive system: ovaries, egg cells,
fallopian tubes, uterus or womb, vagina,
clitoris
Explain the process of fertilization through an
illustration
46 Explain the menstrual cycle S5LT-IIc-3 LS2SC-BC-PSD-AE/JHS-46 √ √
Describe the changes that occur during
47 S5LT-IIb-2 LS2SC-BC-PSD-AE/JHS-47 √ √
puberty
May 2019 Page 89

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Cite some ailments associated with the
reproductive system, their causes, symptoms,
prevention and cure, e.g., tumor, myoma,
cancer of the uterus and cancer of the prostate
49 the reproductive system, e.g., personal S5LT-IId-4 LS2SC-BC-PSD-AE/JHS-49 √ √
hygiene and good health habits
Avail of health information and services from
50 government and non-government agencies, H3CH-IIIj-11 LS2SC-BC-PSD-LE/AE/JHS-50 √ √ √
health centers, clinics, hospitals, e.g., priority H10CH-Ia-b-19
health programs of the Department of Health
and the local government units, such as:
 Expanded Program on Immunization
 National Family Planning Program
 Prevention and control of cardio-vascular
diseases and cancer
 Environmental Health Program
 Hospitals as Centers of Wellness Program
 Control of tuberculosis and other
communicable diseases
 National AIDS Program
 Herbal and Philippine Traditional Medicine
Program
 Prohibited Drug Policy Program
 Nutrition Program
 Safe water and sanitation
Identify health services available in the
51 H6PH-Ig-h-24
community, e.g., rural health centers, Botika LS2SC-BC-PSD-LE/AE/JHS-51 √ √ √
H7GD-Ii-j-24
sa Barangay, hospitals and clinics
Participate in community related projects
related to reproductive health such as
information dissemination, e.g., immunization,
52 vaccination (polio, DPT, anti-tetanus), periodic LS2SC-BC-PSD-LE/AE/JHS-52 √ √ √
medical check-up, dental treatment, family
planning, nutrition and sanitation campaign,
safe water supply, use of herbal medicine
May 2019 Page 90

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Herbal Medicine
Identify plants with medicinal value
53 growing in the community and their uses in LS2SC-BC-PSD-LE/AE/JHS-53 √ √ √
treating certain ailments, e.g.,
 Banaba for difficulty in urination
 Guava for loose bowel movement,
wounds, mouth infection, sore gums and
tooth decay
 Sabila for falling hair
 Lagundi (five – leg chaste tree) for asthma,
cough, body pains
 Sambong for swelling and increased
urination
 Tsaang gubat for stomach ache
 Ulasimang bato or pansit-pansitan for
arthritis (gout),
 Garlic for high blood pressure and
decreasing cholesterol in the blood
 Niyog-niyogan for intestinal worms (ascaris)
 Akapulco for ring worm, athletes foot,
scabies
 Ampalaya for diabetes (mild non-insulin
dependent)
Demonstrate correct procedure in the
54 preparation of medicine from herbs growing in LS2SC-BC-PSD-LE/AE/JHS-54 √ √ √
the community
Use herbal medicines in the treatment of
particular diseases/illnesses
Demonstrate how to plant and care for
medicinal herbs using organic fertilizers
Modern Medicinal Drugs
Identify over-the-counter medicines for
common illnesses like headaches, dizziness,
57 H6CH-IVe-17 LS2SC-BC-PSD-LE/AE/JHS-57 √ √ √
fever, cough and colds among others and
injuries like first degree burns, bruises, insect
May 2019 Page 91

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
bites, e.g., analgesics, expectorants,
ointments, disinfectants, household remedies
and first aid kits
Describe the effects of prohibited drugs on the
health and well-being of a person and the
58 H9S-IIe-f-21 LS2SC-BC-PSD-LE/AE/JHS-58 √ √ √
community, e.g., marijuana, LSD, shabu,
heroin, opium
59 Cite signs and symptoms of drug abuse H9S-IId-20 LS2SC-BC-PSD-LE/AE/JHS-59 √ √ √
Describe the physical, psychological, social
and economic implications of drug abuse such
60 as physical, emotional and mental instability H9S-IIe-f-21 LS2SC-BC-PSD-LE/AE/JHS-60 √ √ √
which may result in being a social and
economic burden to society
Discuss strategies in the prevention and
61 H9S-IIe-f-23 LS2SC-BC-PSD-LE/AE/JHS-61 √ √ √
control of substance use and abuse
Agriculture and Industry
Apply scientific procedures in agriculture, e.g.,
seed/stock collection, grafting, marcotting,
62 budding, irrigation, contour plowing, crop LS2SC-BC-PSD-LE/AE/JHS-62 √ √ √
rotation and modern farm
equipment/machineries
Differentiate the characteristics of various
63 S4ES-Iva-1 LS2SC-BC-PSD-LE/AE/JHS-63 √ √ √
types of soil.
64 Describe how rocks turn into soil S5FE-Iva-1 LS2SC-BC-PSD-LE/AE/JHS-64 √ √ √
65 Explain the effects of weathering and erosion LS2SC-BC-PSD- LE/AE/JHS-65 √ √ √
Communicate the data collected from soil
66 S5FE-IVC-3 LS2SC-BC-PSD-LE/AE/JHS-66 √ √ √
investigation
Demonstrate skills in crop rotation, the use of
67 LS2SC-BC-PSD- LE/AE/JHS-67 √ √ √
diversion and contour farming
Conduct an orientation on the proper use
68 of organic fertilizer, pest control and genetic LS2SC-BC-PSD-AE/JHS-68 √ √
diversity of crops
May 2019 Page 92

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Plants and Animals in the Ecosystem
Describe the effects of human intervention
in plants and animals
Name some plants found at home and in the
70 LS2SC-BC-PSD-LE/AE-70 √ √
community
Describe plants found at home and in the
community
Identify the different parts of a plant and give
the functions of each part, e.g., roots, stems,
branches, leaves, spores, and flowers, fruits
and seeds if flowering
73 Describe the external parts of a leaf LS2SC-BC-PSD-LE/AE-73 √ √
74 Describe the internal parts of a leaf LS2SC-BC-PSD-LE/AE-74 √ √

Identify specific parts of a cross section of a
leaf
Differentiate asexual from sexual reproduction
in terms of:
 number of individuals involved
76 S7LT-IIg-7 LS2SC-BC-PSD-LE/AE/JHS-76 √ √ √
 similarities of offspring to parents;
individuals involved
 similarities of offspring to parents
Classify plants according to:
 habitat – soil, water, air
 structure and size –herb, vine, shrub, tree
 means of reproduction – asexual,
(vegetative, e.g., cuttings, leaves, roots)
sexual – spores, seed
78 Explain the importance of classifying plants LS2SC-BC-PSD-LE/AE/JHS-78 √ √ √
Cite the uses of plants to man, e.g., food, fuel
and construction materials, furniture,
79 handicrafts, clothing LS2SC-BC-PSD- LE/AE/JHS-79 √ √ √
materials, ropes, medicines, paper, shade, feed
for animals and aesthetic value
May 2019 Page 93

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Demonstrate proper ways of caring for and
conserving plants such as:
 good soil/fertilizer
 adequate water
80 LS2SC-BC-PSD- LE/AE/JHS-80 √ √ √
 proper spacing and planting
 protection from insect pests and other
animals
 wise use of plant resources
Describe/observe animals found at home and
in the community
Identify the animals found at home and in the
82 S3LT-IIc-d-5 LS2SC-BC-PSD-LE/AE-82 √ √
community
Identify the body parts of the animals and the
function of its parts
Classify these animals according to:
 Structure – invertebrates, vertebrates
 Food – omnivorous, herbivorous and
carnivorous
84 S3LT-IIc-d-5 LS2SC-BC-PSD-LE/AE/JHS-84 √ √ √
 Habitat – terrestrial, arborial, aquatic
 Reproduction – asexual (fission,
conjugation), sexual (oviparous (egg),
viviparous (live offspring)
Differentiate between vertebrates and
85 S6MT-IIe-f-3 LS2SC-BC-PSD-JHS-85 √
invertebrates
86 Enumerate the characteristics of fishes LS2SC-BC-PSD-JHS-86 √
87 Enumerate the characteristics of amphibians LS2SC-BC-PSD-AE-87 √
Explain how amphibians can live both in water
88 LS2SC-BC-PSD-AE-88 √
and on land
89 Enumerate the characteristics of reptiles LS2SC-BC-PSD-AE-89 √
90 Enumerate the characteristics of birds LS2SC-BC-PSD-AE-90 √
91 Enumerate the characteristics of mammals LS2SC-BC-PSD-AE-91 √
Explain how mammals can adapt to different
environments
May 2019 Page 94

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Differentiate between different types of
mammals e.g., marsupials
Compare some life cycles of animals, e.g.,
94 S4LT-IIg-h-13 LS2SC-BC-PSD-AE-94 √
mosquito, butterfly and frog
Cite the importance of animals to man, e.g.,
95 food, beast of burden, pets, recreation and S3LT-IIc-d-6 LS2SC-BC-PSD-LE/AE-95 √ √
source of income
Demonstrate proper care, handling and
conservation of animals, e.g., providing
sufficient food and clean water, clean
96 PNEKA-III g-6 LS2SC-BC-PSD-LE/AE-96 √ √
habitat, treatment of their diseases, and tender
loving care for pets and wise use of animal
resources
Describe the different levels of biological
97 S7LT-IIc-3 LS2SC-BC-PSD-AE/JHS-97 √ √
organization from cell to biosphere;
Differentiate plant and animal cells according
98 S7LT-IId-4 LS2SC-BC-PSD-AE-98 √
to presence or absence of certain organelles
Explain why the cell is considered the basic

99 S7LT-IIE-5 LS2SC-BC-PSD-LE/AE-99 √ √
structural and functional unit of all organisms
Compare mitosis and meiosis and their role in

100 S8LT-IVd-16 LS2SC-BC-PSD-JHS-100 √
the cell division cycle
Explain the significance of meiosis in

101 S8LT-IVe-17 LS2SC-BC-PSD-JHS-101 √
maintaining the chromosomes number
Predict phenotypic expressions of traits

102 S8LT-IVf-18 LS2SC-BC-PSD-JHS-102 √
following simple patterns of inheritance
Differentiate basic features and importance of
103 S9LT-Ig-j-31 LS2SC-BC-PSD-JHS-103 √
photosynthesis and respiration
Describe the interrelationships among plants,
104 animals and other organisms concerning their LS2SC-BC-PSD-AE/JHS-104 √ √
food
May 2019 Page 95

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Illustrate feeding relationships through the
food chain and food web e.g., producers
(plants); first order consumers (grasshoppers,
birds); second order consumers (snake, lizard);
third order consumer (hawk). Decomposers
eat dead bodies of organisms
Describe the transfer of energy through the
106 S8LT-IVi-22 LS2SC-BC-PSD-AE/JHS-106 √ √
trophic levels
Explain the food nutrient cycle and the
importance of decomposers in making food
nutrients available to plants, e.g., oxygen-
carbon dioxide cycle
108 Compare living with non-living things S3LT-IIe-f-11 LS2SC-BC-PSD-LE-108 √
109 Infer that living things reproduce S3LT-IIg-h-12 LS2SC-BC-PSD-LE-109 √
Identify observable characteristics that are
110 passed on from parents to offspring (e.g., S3LT-IIg-h-13 LS2SC-BC-PSD-AE/JHS-110 √ √
humans, animals, plants)
Explain the occurrence of evolution:
111 S10LT-IIIg-40 LS2SC-BC-PSD-AE/JHS-111 √ √
 Adaptation and causes of extinction
112 Identify beneficial and harmful microorganisms S7LT-IIf-6 LS2SC-BC-PSD-AE/JHS-112 √ √
Explain how some activities of people disrupt
the cycles of an ecosystem
Describe how peoples’ practices/ activities
affect plant and animal life and the
environment in general, e.g., Dynamite fishing
– destruction of fishes and other marine
114 resources, e.g., coral reefs, Improper disposal LS2SC-BC-PSD-AE/JHS-114 √ √
of waste and garbage – pollution of soil,
water and air and Fishing/Hunting
endangered species, e.g., whale sharks,
green turtles (pawikan) and sea horses
Explain the effects of overpopulation in a
115 community, e.g., shortage of food, water LS2SC-BC-PSD-AE/JHS-115 √ √
and space, land, water and air pollution,
May 2019 Page 96

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
adverse effect on health and well-being,
depleted natural resources and upsetting of
ecological balance
116 State the importance of the water cycle S4ES-IVc-3 LS2SC-BC-PSD-AE/JHS-116 √ √
Describe the interactions among living things
117 and non-living things in estuaries and intertidal S5LT-IIh-8 LS2SC-BC-PSD-AE/JHS-117 √ √
zones
Identify the different ecosystem in the
community, province and region such as:
• Lowland Ecosystem
• Coastal Ecosystem
• Upland Ecosystem
• Urban Ecosystem
Identify the natural resources available for
human use in the different ecosystem such as:
 Land resources, e.g., soil, farmlands, forest,
croplands, trees, pasture lands, vegetative
farming, hilly lands, mountains and rocks
 Water resources, e.g., rivers, lakes,
streams, creeks, swamps, ocean and
groundwater
119  Air resources, e.g., oxygen, nitrogen, LS2SC-BC-PSD-LE/AE/JHS-119 √ √ √
carbon dioxide and water vapour
 Fauna (Animal Life), e.g., birds, fowls,
poultry, wild life, domesticated animals and
insects
 Flora (Plant Life), e.g., air plant, e.g.,
orchids (waling- waling, cattleya), water
plants, shrubs/bush, ferns, vines and
ornamental plants
Explain the use of water from different sources
120 S4ES-IVb-2 LS2SC-BC-PSD-LE/AE/JHS-120 √ √ √
in the context of daily activities
Explain the need to protect and conserve
121 S5LT-Ii-j-10 LS2SC-BC-PSD-LE/AE/JHS-121 √ √ √
estuaries and intertidal zones
Differentiate biotic from abiotic components
122 S7LT-IIh-9 LS2SC-BC-PSD-LE/AE/JHS-122 √ √ √
of an ecosystem
May 2019 Page 97

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Describe the different ecological relationships
123 S7LT-IIh-10 LS2SC-BC-PSD-LE/AE/JHS-123 √ √ √
found in an ecosystem
Predict the effect of changes in one population
124 S7LT-IIi-11 LS2SC-BC-PSD-LE/AE/JHS-124 √ √ √
on other populations in the ecosystem
125 Explain the concepts of species S8LT-IVg-19 LS2SC-BC-PSD-AE/JHS-125 √ √
Classify organisms using hierarchical
126 S8LT-IVh-20 LS2SC-BC-PSD-JHS-126 √
taxonomic system
Explain the advantage of high biodiversity in
127 S8LT-IVh-21 LS2SC-BC-PSD-LE/AE/JHS-127 √ √ √
maintaining the stability of an ecosystem
Suggest ways to minimize human impact on
128 S8LT-IVj-25 LS2SC-BC-PSD-AE/JHS-128 √ √
the environment
Demonstrate commitment and concern in
129 preserving/conserving the balance of life in the LS2SC-BC-PSD-AE/JHS-129 √ √
ecosystem
List ways to control and to prevent
harmful effects of human activities on the
environment, e.g., stopping kaingin,
130 preventing illegal logging and dynamite fishing, LS2SC-BC-PSD-AE/JHS-130 √ √
proper waste/garbage disposal, reforestation,
green revolution, organic farming and using
resources wisely
Analyze the roles of organisms in the cycling of
131 S8LT-IVi-23 LS2SC-BC-PSD-AE/JHS-131 √ √
materials
Participate in campaigns and activities for
improving/managing one’s environment
Discuss the family planning program of the
133 H8FH-Iig-h-41 LS2SC-BC-PSD-AE/JHS-133 √ √
government through responsible parenthood
Apply scientific thinking skills in solving
134 problems affecting one’s personal, family and LS2SC-BC-PSD-AE/JHS-134 √ √
community life
Make a simple project proposal to address one
prevalent problem in your community
May 2019 Page 98

Content Standard: Demonstrate understanding on the use of science and technology in Disaster Risk Reduction and Readiness Management (DRRRM).
Performance Standard E: Use science and technology to cope with natural and human induced calamities

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Simple Machines
Develop and use tools and simple machines
1 LS2SC-DR-PSE-AE/JHS-1 √ √
made from local/indigenous materials
Demonstrate how simple machines help make
work easier and faster:
 Lever
 Inclined plane
2 S6FE-IIIc-j-4 LS2SC-DR-PSE-AE/JHS-2 √ √
 Wedge
 Screw
 Wheel and axle, e.g., bicycle
 Pulley
Compare the work done using different kinds
3 of simple machines to demonstrate the LS2SC-DR-PSE-AE/JHS-3 √ √
mechanical advantage of using them
Electronics and Information Technology
Cite the conveniences brought about by
4 developments in electronics and information LS2SC-DR-PSE-AE/JHS-4 √ √
technology
Describe how to use common household
electrical, electronic devices and IT machines,
5 e.g., electric stove/rice cooker/electric heater, LS2SC-DR-PSE-AE-5 √
stereo/radio/VCD player, TV and desktop
computer/laptop/cell phones
6 Cite the advantages of using electronic devices LS2SC-DR-PSE-AE/JHS-6 √ √
Manipulate electrical, electronic and IT

machines
Identify different kinds of communications
technology, e.g., handset, cellular phones
May 2019 Page 99

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Cite the advantages of using communication
technologies, e.g., facilitate information
dissemination and business transactions and
save time
State the importance of using appropriate
technologies in waste recycling, reducing
energy consumption and improving work
efficiency
Discuss the implications of technology in
preparing for and coping with weather
changes, natural and human induced
calamities and other hazards
Laboratory Equipment and Apparatus
Improvise simple laboratory equipment/
apparatuses commonly used
Identify commonly used laboratory equipment/
apparatuses and their uses, e.g., burner,
cylinder, beaker, microscope and magnifying
lens
Practice safety measures in physical activities
14 S4FE-IIIb-c-2 LS2SC-DR-PSE-AE/JHS-14 √ √
and proper handling of materials
Develop improvised simple laboratory
apparatus
Identify the parts of the microscope and their
16 S7LT-IIa-1 LS2SC-DR-PSE-AE/JHS-16 √ √
functions
Discuss the implications of technology in
preparing for and coping with weather
changes, natural and human induced
Climate
18 Describe how climate affects life LS2SC-DR-PSE-LE/AE/JHS-18 √ √ √
May 2019 Page 100

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Describe the various factors that affects
weather system, location and topography
20 Describe the types of climate in the Philippines LS2SC-DR-PSE-LE/AE/JHS-20 √ √ √
Describe the factors that affect climate
change:
21  Greenhouse effect LS2SC-DR-PSE-LE/AE/JHS-21 √ √ √
 Global warming
 Pollution
Describe certain climatic phenomena that occur
22 S9ES-IIIf-31 LS2SC-DR-PSE-AE/JHS-22 √ √
on a global level
Describe how people adapt to the climatic
condition of a place, e.g., people in
23 LS2SC-DR-PSE-LE/AE/JHS-23 √ √ √
mountainous areas in islands/seashore, interior
(landlocked area), plains, one’s own place
List down the effects of various weather
disturbances
Describe the effects of certain weather
25 S7ES-IVg-8 LS2SC-DR-PSE-AE/JHS-25 √ √
systems in the Philippines
Use models to relate the length of daytime,
the amount of energy received, the height of
26 S7ES-IVh-9 LS2SC-DR-PSE-AE/JHS-26 √ √
the Sun in the sky and the latitude of an area
to the tilt of the earth
Show what causes change in the seasons in
27 S7ES-IVi-10 LS2SC-DR-PSE-AE/JHS-27 √ √
the Philippines using models
Describe the changes in the weather over a
28 S3ES-IVe-f-3 LS2SC-DR-PSE-LE/AE-28 √ √
period of time
Communicate how different types of weather
29 S3ES-IVg-h-4 LS2SC-DR-PSE-LE/AE-29 √ √
affect activities in the community
Typhoon
30 Describe the effects of typhoons S5FE-IVe-5 LS2SC-DR-PSE-LE/AE/JHS-30 √ √ √
May 2019 Page 101

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
31 Explain how a typhoon develops and moves S8ES-IId-18 LS2SC-DR-PSE-AE/JHS-31 √ √
32 Infer why the Philippines is prone to typhoons S8ES-IId-19 LS2SC-DR-PSE-AE/JHS-32 √ √
Explain how landmasses and bodies of water

33 S8ES-IIe-20 LS2SC-DR-PSE-AE/JHS-33 √ √
affect typhoons
Trace the path of typhoons that enter the
34 Philippine Area of Responsibility (PAR) using a S8ES-IIf-21 LS2SC-DR-PSE-AE/JHS-34 √ √
map and tracking data
Simulate precautionary measures to take
35 S3ES-IVg-h-5 LS2SC-DR-PSE-LE/AE/JHS-35 √ √ √
before, during and after a typhoon
Earthquake
Use models to explain how movements along
36 S8ES-IIa-14 LS2SC-DR-PSE-AE/JHS-36 √ √
faults generate earthquakes
Differentiate the epicenter of an earthquake
37 from its focus, intensity of an earthquake from S8ES-IIa-15 LS2SC-DR-PSE-JHS-37 √
its magnitude and active and inactive faults
Demonstrate how underwater earthquakes
38 S8ES-IIb-16 LS2SC-DR-PSE-JHS-38 √
generate tsunamis
Describe the effects of an earthquake on
people and the environment, e.g., destruction
of lives and properties, changes in land
features
Describe how an earthquake develops, e.g.,
40 movement of the earth’s crust, volcanic LS2SC-DR-PSE-JHS-40 √
eruptions, etc.
Simulate how a tectonic plate moves under
41 LS2SC-DR-PSE-JHS-41 √
another
Identify earthquake areas in the world
particularly in the Philippines, e.g., volcanic
42 LS2SC-DR-PSE-JHS-42 √
ring of fire around the Pacific Ocean Coast
including the Philippines
May 2019 Page 102

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Describe how an earthquake is detected and
measured, e.g., behavior of some animals
43 before eruption, certain signs observed by LS2SC-DR-PSE-JHS-43 √
folks. Intensity is measured by the Richter
Scale
Demonstrate some precautionary measures
44 S6ES-IVb-2 LS2SC-DR-PSE-LE/AE/JHS-44 √ √ √
before, during and after an earthquake
Volcanoes
45 Describe the effects of volcanic eruptions S9ES -IIIb-28 LS2SC-DR-PSE-LE/AE/JHS-45 √ √ √
Identify some volcanoes and indicate where

they are located, e.g.,
 Mayon Volcano - Albay
46  Mt. Pinatubo - Central Luzon LS2SC-DR-PSE-JHS-46 √
 Hibok-Hibok – Camiguin
 Canlaon – Negros
 Taal Volcano – Batangas
Classify which volcanoes are active, dormant
and extinct and indicate their last eruptions
48 Explain how a volcanic eruption occurs S9ES -IIIb-28 LS2SC-DR-PSE-AE/JHS-48 √ √

Name the beneficial/harmful effects of volcanic
eruptions, e.g., making the soil fertile is
beneficial but the destruction of life, property
and resources is not
Demonstrate precautionary measures to take
before and after volcanic eruptions
Illustrate how energy from volcanoes may be
51 S9ES-IIIc-d-29 LS2SC-DR-PSE-AE/JHS-51 √ √
tapped for human use
Human Induced Calamities
Describe the effects of human induced
May 2019 Page 103

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Enumerate the effects of careless handling of
53 fire, e.g., burning of houses and buildings, LS2SC-DR-PSE-LE/AE/JHS-53 √ √ √
people and animals, forest fire or conflagration
Describe the consequences of fire or
54 conflagration, e.g., destruction of properties, LS2SC-DR-PSE-LE/AE/JHS-54 √ √ √
plant and animal life, loss of life, etc.
Demonstrate precautionary measures to take
before and during a fire
Cite the effects of absence of peace and order
on the health and well-being of the people
Cite conditions that disrupt peace and order in
57 a place, e.g., hostilities (army vs. rebels), civil LS2SC-DR-PSE-LE/AE/JHS-57 √ √ √
disobedience, strike
Practice precautionary measures in times of
disruption of peace and order
Identify The disaster prone areas in the
59 Philippines and in the immediate community LS2SC-DR-PSE-LE/AE/JHS-59 √ √ √
through a hazard map
Make a hazard map of the immediate
community
State the importance of hazard map in times of
calamities
May 2019 Page 104

Content Standard: Demonstrate understanding on Chemistry, Physics, Earth and Space concepts and their applications
Performance Standard F: Employ physical science concepts that contribute to sustaining life
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
States of Matter
1 Describe the roles of matter in improving life LS2SC-PS-PSF-LE/AE/JHS-1 √ √ √
Explain the properties of solid, liquid and gas
2 S8MT-IIIa-b-8 LS2SC-PS-PSF-AE/JHS-2 √ √
based on the particle nature of matter
Classify objects and materials as solid, liquid,
3 and gas based on some observable S3MT-Ic-d-2 LS2SC-PS-PSF-LE/AE-3 √ √
characteristics
Explain physical changes in terms of the
4 arrangement and motion of atoms and S8MT-IIIa-c-d-9 LS2SC-PS-PSF-JHS-4 √
molecules
Identify changes in matter
5 a. Physical S3MT-Ih-j-4 LS2SC-PS-PSF-LE/AE-5 √ √
b. Chemical
Describe ways on the proper use and handling
6 solid, liquid and gas found at home and in S3MT-Ie-g-3 LS2SC-PS-PSF-LE/AE/JHS-6 √ √ √
school
7 Differentiate useful and harmful materials LS2SC-PS-PSF-LE/AE-7 √ √
Demonstrate knowledge on how to use
pressure valves of technologies using gas, such
as: ● LPG tank
8 LS2SC-PS-PSF-LE/AE/JHS-8 √ √ √
 Hospital oxygen tank
 Machine shop (oxygen-acetylene gas)
 Kerosene powered refrigerators
9 Distinguish mixtures from pure substances S7MT-Ie-f-4 LS2SC-PS-PSF-AE/JHS-9 √ √
Distinguish the properties of elements and
10 S7MT-Ig-h-5 LS2SC-PS-PSF-AE/JHS-10 √ √
compounds
Differentiate the properties of acidic and basic
11 S7MT-Ii-6 LS2SC-PS-PSF-AE/JHS-11 √ √
mixtures
Differentiate metallic from non-metallic
12 S7MT-Ij-7 LS2SC-PS-PSF-AE/JHS-12 √ √
elements
Determine the number of protons, neutrons
13 S8-MT-IIIe-f-10 LS2SC-PS-PSF-JHS-13 √
and electrons in a particular atom
May 2019 Page 105

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Trace the development of the periodic table
14 from observations based on similarities in S8MT-IIIg-h-11 LS2SC-PS-PSF-JHS-14 √
properties of elements
Use the periodic table to predict the chemical
15 S8MT-IIIi-j-12 LS2SC-PS-PSF-JHS-15 √
behavior of an element
Recognize different types of compounds (ionic
or covalent) based on their properties such as
16 S9MT-IIb-14 LS2SC-PS-PSF-AE/JHS-16 √ √
melting point, hardness, polarity, and electrical
and thermal conductivity
Explain how the factors affecting rates of
chemical reactions are applied in food
17 S10MT-IVh-j-24 LS2SC-PS-PSF-AE/JHS-17 √ √
preservation and materials production, control
of fire, pollution, and corrosion
Force, Motion and Energy
Recognize the relationship on how force,
18 LS2SC-PS-PSF-AE/JHS-18 √ √
motion and energy are interrelated
Describe the movements of objects such as
19 fast/slow, forward/backward, and stretching/ S3FE-IIIe-f-3 LS2SC-PS-PSF-LE/AE-19 √ √
compressing
Differentiate quantities in terms of magnitude
20 S7FE-IIIa-2 LS2SC-PS-PSF-JHS-20 √
and direction
Describe the motion of an object in terms of
21 distance or displacement, speed or velocity, S7FE-IIIa-1 LS2SC-PS-PSF-JHS-21 √
and acceleration
Create and interpret visual representation of
22 the motion of objects such as tape charts and S7FE-IIIb-3 LS2SC-PS-PSF-JHS-22 √
motion graphs
Explain the effects of force applied to an
23 S4FE-IIIa-1 LS2SC-PS-PSF-AE/JHS-23 √ √
object
Demonstrate how a body responds to changes
24 S8FE-Ib-17 LS2SC-PS-PSF-AE/JHS-24 √ √
in motion
Investigate the relationship between the
amount of force applied and the mass of the
25 S8FE-Ia-15 LS2SC-PS-PSF-JHS-25 √
object to the amount of change in the object’s
motion
May 2019 Page 106

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Infer that when a body exerts a force on
26 another, an equal amount of force is exerted S8FE-Ia-16 LS2SC-PS-PSF-JHS-26 √
back on it
Demonstrate the applications of laws of motion
in:
27 a. Linear motion (e.g. a running man on a LS2SC-PS-PSF-JHS-27 √
straight line)
b. Circular motion (e.g. “a turning wheel”)
Identify situations in which work is done and in
28 which no work is done in the absence and LS2SC-PS-PSF-JHS-28 √
presence of force
Infer how friction and gravity affect
29 S6FE-IIIa-c-1 LS2SC-PS-PSF-AE/JHS-29 √ √
movements of different objects
Demonstrate how sound, heat, light and
30 S6FE-IIId-f-2 LS2SC-PS-PSF-AE/JHS-30 √ √
electricity can be transformed
Infer the conditions necessary for heat transfer
31 S7LT-IIIh--i-12 LS2SC-PS-PSF-JHS-31 √
to occur
Describe the different types of charging
32 S7LT-IIIj-13 LS2SC-PS-PSF-JHS-32 √
processes
Infer the relationship between current and
33 S8FE-Ih-30 LS2SC-PS-PSF-JHS-33 √
charge
Differentiate electrical power and electrical
34 S8FE-Ii-32 LS2SC-PS-PSF-JHS-34 √
energy
Infer the conditions necessary to make a bulb
35 S5FE-IIIf-6 LS2SC-PS-PSF-AE/JHS-35 √ √
light up
Determine the effects of changing the number
36 S5FE-IIIg-7 LS2SC-PS-PSF-AE/JHS-36 √ √
or type of components in a circuit
Explain the advantages and disadvantages of
37 S8FE-Ii-31 LS2SC-PS-PSF-JHS-37 √
series and parallel connections in homes
Explain the functions of circuit breakers, fuses,
38 earthing, double insulation, and other safety S8FE-Ii-33 LS2SC-PS-PSF-JHS-38 √
devices in the home
Explain the importance of earthing or
39 S7LT-IIIj-14 LS2SC-PS-PSF-JHS-39 √
grounding
40 Describe the force exerted by magnets S4FE-IIId-e-3 LS2SC-PS-PSF-AE/JHS-40 √ √
May 2019 Page 107

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Design an experiment to determine the factors
41 S5FE-IIIi-j-9 LS2SC-PS-PSF-AE/JHS-41 √ √
that affect the strength of the electromagnet
Demonstrate the generation of electricity by
42 S10FE-IIi-53 LS2SC-PS-PSF-JHS-42 √
movement of a magnet through a coil
Explain the operation of a simple electric motor
43 S10FE-IIj-54 LS2SC-PS-PSF-JHS-43 √
and generator
Light, Heat and Sound
Describe how light, heat and sound affect the
44 LS2SC-PS-PSF-JHS-44 √
quality of life
Enumerate uses of light, sound, heat and
45 S3FE-IIIi-j-3 LS2SC-PS-PSF-LE/AE/JHS-45 √ √ √
electricity
Investigate properties and characteristics of
46 S4FE-IIIh-5 LS2SC-PS-PSF-AE/JHS-46 √ √
light and sound
47 Describe how light, sound and heat travel S4FE-IIIf-g-4 LS2SC-PS-PSF-AE/JHS-47 √ √
48 Infer that light travels in a straight line S7LT-IIIg-11 LS2SC-PS-PSF-AE/JHS-48 √ √
Explain the hierarchy of colors in relation to
49 LS2SC-PS-PSF-JHS-49 √
energy
Relate characteristics of light such as color and
50 S7LT-IIIf-10 LS2SC-PS-PSF-JHS-50 √
intensity to frequency and wavelength
Relate the ability of the material to block,
51 S5FE-IIIe-5 LS2SC-PS-PSF-AE/JHS-51 √ √
absorb or transmit light to its use
Infer how black and colored objects affect the
52 S5FE-IIId-4 LS2SC-PS-PSF-AE/JHS-52 √ √
ability to absorb heat
Demonstrate the existence of the color
53 components of visible light using a prism or S8FE-If-26 LS2SC-PS-PSF-JHS-53 √
diffraction grating
Describe ways to protect oneself from
54 S4FE-IIIi-j-6 LS2SC-PS-PSF-AE/JHS-54 √ √
exposure to excessive light, heat and sound
Earth and Space
Understand Earth and Space and their impact
on life
May 2019 Page 108

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Describe the layers of the earth and its S11ES-IId-28
composition, e.g., crust, mantle and core S11ES-IIe-29
Describe the natural objects that are found in
57 S3ES-IVg-h-6 LS2SC-PS-PSF-LE/AE/JHS-57 √ √ √
the sky during daytime and nighttime
Communicate how the natural objects in the
sky affect daily activities
Identify the different types of clouds and their
59 characteristics. (e.g. cirrus, cumulus, nimbus, LS2SC-PS-PSF-LE/AE-59 √ √
stratus clouds)
Enumerate safety measures to avoid the
harmful effects of the sun’s heat and light
Use weather instruments to measure the
61 S4ES-IVe-5 LS2SC-PS-PSF-AE/JHS-61 √ √
different weather components
62 Describe the effects of the sun S4ES-IVj-11 LS2SC-PS-PSF-AE/JHS-62 √ √
Describe the effects of the winds, given a

63 S5FE-IVf-6 LS2SC-PS-PSF-AE/JHS-63 √ √
certain storm warning signal
Infer the pattern in the changes in the
S5FE-Ivg-h-7
64 appearance of the moon and relate the cyclical LS2SC-PS-PSF-AE/JHS-64 √ √
S5FE-IVg-h-8
pattern to the length of a month
Identify star patterns that can be seen at
65 S5FE-IVi-j-1 LS2SC-PS-PSF-LE/AE/JHS-65 √ √ √
particular times of the year
Describe the different seasons in the
66 S6ES-IVc-3 LS2SC-PS-PSF-LE/AE/JHS-66 √ √ √
Philippines
Discuss appropriate activities for specific
67 S6ES-IVd-4 LS2SC-PS-PSF-LE/AE/JHS-67 √ √ √
seasons of the Philippines
Demonstrate rotation and revolution of the
68 Earth using a globe to explain day and night S6ES-IVe-f-5 LS2SC-PS-PSF-LE/AE/JHS-68 √ √ √
and the sequence of seasons
Enumerate the benefits that people get from
69 S7ES-IVb-3 LS2SC-PS-PSF-LE/AE/JHS-69 √ √ √
soil, water, rocks, coal, and other fossil fuels
May 2019 Page 109

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Enumerate ways of using Earth's resources
70 S7ES-IVc-4 LS2SC-PS-PSF-LE/AE/JHS-70 √ √ √
sustainably
Discuss how energy from the sun interacts

71 S7ES-IVd-5 LS2SC-PS-PSF-JHS-71 √
with the layers of the atmosphere
Explain how some human activities affect the

72 S7ES-IVe-6 LS2SC-PS-PSF-JHS-72 √
atmosphere
73 Explain how solar and lunar eclipses occur S7ES-IVj-11 LS2SC-PS-PSF-JHS-73 √
Identify the beliefs and practices of the

74 S7ES-IVj-12 LS2SC-PS-PSF-JHS-74 √
community in relation to eclipses
Describe the characteristics of stars based on
75 S9ES-IIIg-32 LS2SC-PS-PSF-JHS-75 √
the characteristics of the sun
Infer that the arrangement of stars in a group

76 S9ES-IIIh-33 LS2SC-PS-PSF-JHS-76 √
(constellation) does not change
77 Describe the position of a constellation S9ES-IIIi-34 LS2SC-PS-PSF-JHS-77 √
May 2019 Page 110

CODE LEGEND

Learning Strand 6 Digital Literacy LS6DL
ALS Level Code
Filipino
Basic Literacy BL Basic Literacy BL
Junior High School JHS Antas Junior High School AJHS
May 2019 Page 111

LEARNING STRAND 2: SCIENTIFIC AND CRITICAL THINKING SKILLS
Sample: LS2SC-AS-PSC-BL/LE/AE/JHS-1
LEGEND SAMPLE
Learning Strand 2: Scientific and Critical
First Entry Learning Strand LS2SC
Thinking Skills
Demonstrate understanding of the scientific values
Content Standard and attitudes SV
Performance Standard Performance Standard C PSC
Basic Literacy/
Uppercase Letter/s
Elementary Level (Lower)/
Level BL/LE/AE/JHS
Elementary Level (Advanced)/
Junior High School
Arabic Number Learning Competency Learning Competency 1 1
Content Standard Code

Demonstrate understanding of the scientific
SV
values and attitudes.
Demonstrate understanding on the existing
superstitious beliefs and the use of the SM
scientific method.
Demonstrate understanding on conducting
SI
Science investigation.
Demonstrate understanding on various
BC
biological concepts and their applications.
Demonstrate understanding on the use of
science and technology in Disaster Risk DR
Reduction and Readiness Management.
Demonstrate understanding on Chemistry,
Physics, Earth and Space concepts and their PS
applications.
May 2019 Page 112

Pasig City

Learning Strand 3
MATHEMATICAL AND PROBLEM SOLVING SKILLS
(BL to JHS)
May 2019
May 2019 Page 113

LEARNING STRAND 3: MATHEMATICAL AND PROBLEM SOLVING SKILLS
Learning Strand 3 is intended to help the learners acquire mathematical and problem solving skills that are essential in their meaningful participation
in improving the quality of life of the people, community and the country as a whole.
Development of mathematical and problem solving skills among learners will enable them to apply the gained knowledge on mathematical tools in
defining problems and implementing effective solutions. These skills are very essential in decision making and are highly valued in every career level.
This learning strand is also intended to develop critical functional competencies on critical thinking, communicating, making connection, spatial
intelligence, logical reasoning and future orientation. These competencies specifically seek to extend the learners’ abilities in:
 knowing and understanding

 computing and solving
 visualizing and modelling
 representing and communicating
 conjecturing
 reasoning
 proving and decision making
 applying and connecting
Through the development of learners’ mathematical and problem solving skills, ALS learners will enhance their own personal and social effectiveness
by way of improving the quality of life.
The framework of Learning Strand 3 is schematically presented in the following page.
May 2019 Page 114

MATHEMATICAL AND PROBLEM

SOLVING SKILLS
NUMERACY SKILLS
Making Spatial Logical Future

Critical thinking Communicating
Connections intelligence reasoning orientations
PERSONAL AND SOCIAL EFFECTIVENESS
The numeracy component of Learning Strand 3 focuses on competencies needed for effective mathematical learning and problem solving. Its
emphasis is on how these mathematical competencies would be applied to daily life situations. To this end, real-life examples are given for many of the
competencies. During curriculum implementation, further emphasis will be necessary on contextualization of the mathematical competencies to align with different
learning contexts, needs, and situational realities of different ALS learners.
May 2019 Page 115

The competencies are logically sequenced from simple to complex based on the level of cognitive demand and nature of the Mathematics subject area. For
example, before being able to do division of fractions, its prerequisite is that one must first understand multiplication of fractions. The ALS Mathematics
curriculum contains the following performance standards:
 PERFORMANCE STANDARD A: show desirable attitudes and values in the application of mathematics in daily life.
 PERFORMANCE STANDARD B: communicate ideas using mathematical symbols and expression
 PERFORMANCE STANDARD C: demonstrate knowledge and skills involving geometric shapes and figures and its application in daily lives.
 PERFORMANCE STANDARD D: demonstrate knowledge and skills in using measuring devices in real life situation.
 PERFORMANCE STANDARD E: demonstrate knowledge and skills in pattern and algebra (linear equations and inequalities in one and two variables,
linear functions, system in linear equations, and inequalities in two variables; exponents and radical, quadratic equations; inequalities; functions; and
polynomials and polynomials equations and functions).
 PERFORMANCE STANDARD F: demonstrate understanding and skills in the effective use of tables, graphs and statistics in presenting, analyzing and
interpreting data, and dealing with uncertainty; and making predictions about outcomes for everyday problem solving.
It is envisioned that the attainment of these performance standards will equip ALS learners with the necessary minimum foundational mathematics
competencies to prepare them for the world of work and further study under the Senior High School Program.
SENIOR HIGH SCHOOL

To complete SHS and meet the competencies for the middle skills development, entrepreneurship, and employment exits of the basic education
curriculum, ALS learners must complete the competencies that are specified in Statistics and Probability. They should also complete the specialization
subjects of any of the following Senior High School tracks: Sports, Arts and Design or Technical-Vocational-Livelihood.
College-bound ALS learners in SHS must also complete the core subjects General Mathematics and Statistics and Probability (or their equivalents). They
must also complete all the specialization subjects in any of the Academic Strands (Accountancy, Business and Management [ABM], Humanities and Social
Sciences [HUMSS], Science, Technology, Engineering and Mathematics [STEM], or General Academic).
If an ALS learner who has completed the K to 12 curriculum wishes to proceed to higher education, this learner may return to the ALS program and take the core
curriculum at any time.
May 2019 Page 116

Learning Strand 3: MATHEMATICAL AND PROBLEM SOLVING SKILLS
Content Standard: Numeracy Skills

Performance Standard A: Show desirable attitudes and values in the application of mathematics in daily life
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Demonstrate the importance and value of mathematics
as a means of communicating and solving problems in LS3MP-NS-PSA-BL/LE/AE/JHS-1
1 √ √ √ √
daily life, e.g., computing and comparing costs of
goods to make a decision on which to buy
Demonstrate creativity, interest, and curiosity in asking
questions, defining problems, considering different
strategies, and finding appropriate solutions to
2 problems through mathematics, e.g., analyzing the LS3MP-NS-PSA-BL/LE/AE/JHS-2 √ √ √ √
given data in a problem and identifying what
mathematical operation will be applied to solve the
problem
Express satisfaction in mastery of new ways of thinking
through application of mathematics, e.g., deciding the LS3MP-NS-PSA-BL/LE/AE/JHS-3
3 √ √ √
shortest and most accurate way of solving problems in √
daily life that require mathematical solutions
Integrates mathematics with disciplines such as
economics, agricultural studies, communication arts,
science and technology, geography, cooking, √ √ √ √
LS3MP-NS-PSA-BL/LE/AE/JHS-4
architecture, music, e.g., use of comprehension skills in
4
analyzing problems that would lead to the most
accurate way of solving the problem, interpret the
number of beats musical notes/rests in a musical
composition, etc.
State the advantages of accuracy and precision LS3MP-NS-PSA-BL/LE/AE/JHS-5
5 in mathematics, e.g., in measurement √ √ √ √
Exhibits honesty and accuracy in collecting and

reporting mathematical data, e.g., use of untampered
6 LS3MP-NS-PSA-BL/LE/AE/JHS-6 √ √ √ √
measuring instruments such as measuring tapes,
weighing scales, volume measurers, and electric and
water meters
May 2019 Page 117

Content Standard: Numbers and Number Sense

Performance Standard B: Communicate ideas using mathematical symbols and expressions
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Identify whole numbers
1 Identify numbers 0–20 (Kindergarten level) MKC-00-2 LS3MP-NN-PSB-BL/LE-1 √ √
Identify numbers up to 100 with emphasis on
2 M1NS-Ia-1.1 LS3MP-NN-PSB-LE-2 √
numbers 21–100 (Grade 1)
Identify numbers from 0–1000 with emphasis M2NS-Ia-1.2
3 LS3MP-NN-PSB-LE-3 √
on 101–1000
Identify numbers up to 10,000 with emphasis
4 M3NS-Ia-1.3 LS3MP-NN-PSB-LE-4 √
on 1001–10,000
Identify numbers up to 100,000 with
5 M4NS-Ia-1.4 LS3MP-NN-PSB-AE-5 √
emphasis on numbers 10,001–100,000
Identify numbers up to 10,000,000 with
emphasis on 100,001–10,000,000
Read whole numbers
Read one-digit whole numbers
7 * number of ALS classes per week LS3MP-NN-PSB-BL-7 √
*number of harvest season per year M1NS-Ia-1.1
8 Read two- and three-digit whole numbers M1NS-If-9.1 LS3MP-NN-PSB-BL/LE-8 √ √
Read symbols/numbers of 4- to 6- digit
√
whole numbers
*population of province, country, region,
world M3NS-Ia-9.3
9 LS3MP-NN-PSB-LE-9
* sweepstakes, and lotto prizes
* income/expenditure of
individuals, households,
municipalities, and provinces
Read numbers/symbols of 7- to 10- digit
whole numbers
May 2019 Page 118

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Represent numbers using variety of materials
Represent numbers from 0–20 (Kindergarten
√
level)
11 *number of children in the family MKC-00-4 LS3MP-NN-PSB-BL-11
*number of students in the ALS class
*number of chicks hatched by a mother hen
Represent numbers from 0–100 √ √
12 *number of trees in the field/farm M1NS-Ia-1.1 LS3MP-NN-PSB-BL/LE-12
*number of days in one month
Represent numbers from 101–1000 using √
variety of materials
13 LS3MP-NN-PSB-LE-13
*number of days per year
*number of population in the community
Write whole numbers
14 Write numbers of one-digit whole numbers M1NS-If-9.1 LS3MP-NN-PSB-BL-14 √
15 Write two- and three-digit whole numbers M1NS-If-9.1 LS3MP-NN-PSB-BL-15 √
Write numbers/symbols of 4- to 6- digit M3NS-Ia-9.3 √
whole numbers
Write numbers/symbols of 7- to 10- digit M4NS-Ia-9.4 √
17 LS3MP-NN-PSB-AE-17
whole numbers
Translate numbers/symbols into words or vice
versa
Translate symbols/numbers into words of
18 M1NS-If-9.1 LS3MP-NN-PSB-BL-18 √
one-digit whole numbers or vice-versa
Translate two- and three-digit whole √
19 numbers into words or symbols, or vice- M1NS-If-9.1 LS3MP-NN-PSB-BL-19
versa
Translate numbers/symbols of 4- to 6- M2NS-Ic-9.2

√
20 digit whole numbers into words and vice M3NS-Ia-9.3 LS3MP-NN-PSB-LE-20
versa M4NS-Ia-9.4
May 2019 Page 119

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Count and group objects
Count and group objects:
*by piece or by dozen as in eggs, by kind
or size as in fish and fruits
*by kaing as in fruits √
21 *by sacks as in rice, cement M1NS-Id-5 LS3MP-NN-PSB-BL/LE/AE-21 √ √
*by the number of male and female in a
learning group
*by votes cast per candidate in a barangay
election
Identify the parts/elements of a group
22 (e.g., fruits and vegetables sold by a stall LS3MP-NN-PSB-LE/AE/22 √ √
owner)
Determine the common parts/components
found between two groups (e. g., the √ √
23 LS3MP-NN-PSB-LE/AE-23
similar kinds of plants sold in two different
stalls in a garden show)
Determine the parts/components of two
groups (e.g., assorted canned goods in one √ √
24 LS3MP-NN-PSB-LE/AE-24
basket and assorted fruits in another
basket)
Determine the total number of subgroups in
25 a group (e.g., the number of males and LS3MP-NN-PSB-LE/AE-25 √ √
females in a barangay assembly meeting)
Get the difference between two groups (e.
26 g., in poultry raising, by how many more LS3MP-NN-PSB-LE/AE-26 √ √
are the hens than the roosters)
Money
MKAT-00-2
Read and writes money values (pesos and
27 M1NS-Ij-19.1 LS3MP-NN-PSB-BL/LE-27 √ √
centavos)
M2NS-If-20.1
M2NS-If-22.1
Compare values of different denominations
√
28 of Philippine coins and paper bills using the M2NS-If-21 LS3MP-NN-PSB-AE-28
relation symbols:>, < or= M2NS-If-21
May 2019 Page 120

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
*Value of coins to paper bills and vice versa
*Amount of paper bills equivalent to the
total number of coins with similar/different
denomination
29 Count money to pay specific items LS3MP-NN-PSB-BL/LE/AE-29 √ √
√
Count and records the amount of money
30 earned for the day, e .g., Jeepney /tricycle LS3MP-NN-PSB-BL/LE-30 √
√
driver/employees/laborers
31 Record daily sales in a sari-sari store LS3MP-NN-PSB-LE/AE-31 √
√
32 Prepare an inventory of stocks and supplies LS3MP-NN-PSB-LE/-32 √

in a sari-sari store or mini grocery
Give the relationship between numbers
33 LS3MP-NN-PSB-LE/AE-33 √ √
using money values
Compare whole numbers using >, < and
M1NS-Id-6 LS3MP-NN-PSB-LE-34 √
=symbols.
Compare prices using greater than/ less
than /equal to (>,<, =)
34 Compare the volume of harvested
commodities using specific unit of measure
Compare numbers up to 100000 using
relation symbols
Ordinal numbers
Read and writes ordinal numbers (1st , 2nd , M1NS-Ii-17.1 √
35 LS3MP-NN-PSB-BL-35
3rd up to 10th )
Use ordinal numbers to rank sets of objects √
√
36 in everyday life, e.g.: Rank of person LS3MP-NN-PSB-BL/LE-36
according to height/weight
Read and write Roman numbers
√
37 Numbers on clocks LS3MP-NN-PSB-LE/-37
Dates in Roman numbers
Change Roman numbers to equivalent
38 LS3MP-NN-PSB-AE-38 √
Hindu-Arabic numbers or vice versa
May 2019 Page 121

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Compose and decompose a given number
39 e.g., 5 is 5 and 0; 4 is 1 and 3, and 2 and M1NS-Ic-4 LS3MP-NN-PSB-BL-39 √
2; and 3 and 1, and 4, 0, and5
Four Fundamental Operations of Whole

numbers
Add and subtract 1- and 2-digit whole
√
numbers without regrouping, e.g.:
 total number of vegetables of different
40 kinds harvested from a backyard LS3MP-NN-PSB-BL-40
garden
 number of vegetables sold from the
total number harvested and unsold
Add and subtract 2- to 4-digit whole √

M2NS-Ih-27.5
numbers with regrouping, e.g.:
M2NS-IIa-32.5
 Total amount of expenses in
M3NS-Id-27.6
41 harvesting specific commodity LS3MP-NN-PSB-LE-41
 Total cost of items bought in the
market, sari-sari store or grocery
 Change for items bought
Adds and subtracts 4-to 6-digit whole √
numbers or more with regrouping, e.g.:
 Daily gross sales of a sari-sari store
42  Daily profit/loss after deducting LS3MP-NN-PSB-AE-42
expenses from the gross sales on sari-
sari store
Represent and Solve routine and non-
routine problems involving subtraction of
M1NS-IIi-34.1 √
whole numbers including money with
43 minuends up to 99 with and without LS3MP-NN-PSB-BL-43
regrouping
 Daily expenses of the family
May 2019 Page 122

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Create situations involving addition of whole M1NS-Iie-30.2 √
√
number including money M2NS-Ij-30.2
44 Determine the sources of expenses of a LS3MP-NN-PSB-BL/LE-44
common farmer and its production
expenses in one harvest season
Use of correct mathematical symbols (+, -, √
√
45 x, ¸, <, >, =) in solving simple LS3MP-NN-PSB-BL/LE-45
mathematical problems
Solve one-step problems related to daily life
involving addition or subtraction without
regrouping, e.g.: √ √
46 LS3MP-NN-PSB-BL/LE-46
Total number of assorted fruits harvested
Number of fruits sold from the total harvest
and the unsold number of fruits
Multiply and divide a 1 to 2-digit whole
number by a 1 digit number, e.g.:
 Total number of eggs on 2 to 9 one- √
dozen trays
 Total fare of 3–9 persons in going to
the market
 Equal share of each student on M3NS-IIb-40.5
chocolate cookies
 Equal contribution of each family in
community event
Multiply and divide a 2 to 3-digit whole
number by a 1- to 2-digit number, e.g.:
48  Total cost of grocery items purchased M3NS-IIc-43.1 LS3MP-NN-PSB-LE-48
√
 Unit cost of school supplies bought M3NS-IIh-54.1
(e.g., pencils, notebook, or ball pens)
Multiply and divide 0 3-to5-digit whole
numbers by a 2- to 3-digit whole number,e.g.:
√
 Total earning of a laborer based on his M4NS-Ic-43.7
daily wage M4NS-If-54.3
 Daily wage of a domestic helper based
on her monthly income
May 2019 Page 123

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Apply knowledge of multiplication and
50 LS3MP-NN-PSB-LE/AE-50 √ √
division to solve daily problems
Solve problems involving two steps /
multiple steps (2-to-4 digit numbers) using
two to four fundamental operations, e.g.:
 Total number of assorted canned goods
donated, and the equal share among
51 the number of families in the barangay M4NS-Ie-45.5 LS3MP-NN-PSB-LE/AE-51
√ √
 After a laborer computed his total
earnings for the week, he sets aside an
amount for his daily fare, and divides
the remaining amount for the allowance
of his three children
Demonstrate understanding of the order of
operations of the four fundamental
mathematical operations (+, -, x,÷¸) to
solve problems with 3 or 4 steps applying
the principle of MDAS, i.e., multiplication is
done first before Division and the addition;
the last operation to be done is Subtraction
M4NS-Ii-61.1
in the case of a 4-step problem, e.g.:
√
 Total cost of goods purchased, profit
from the selling price of goods,
budgeting monthly expenses based on
52 profits LS3MP-NN-PSB-AE-52
 Total distance travelled, number of liters
of gasoline consumed, given an average
speed–the number of hours to reach a
specific place
 Total cost of items sold/bought
 Monthly income according to family
needs
 Daily/weekly/monthly and annual
income/salary
 Amount of monthly payments for a loan
May 2019 Page 124

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Solve problems involving multiple steps
√
using the four fundamental operations, e.g.:
 preparing a family budget
 calculating marketing expenses
 computing daily/weekly and monthly
wages
 adding income/expenses and
computing profit/loss
 preparing a financial
statement/balance sheet
State, Explain, and Interpret Parenthesis,
Multiplication, Division, Addition, Subtraction M5NS-Ic-61.2
(PMDAS) or Grouping, Multiplication,
Division, Addition, Subtraction (GMDAS) rule
Simplify a series of operations on whole
55 numbers involving more than two M5NS-Id-62.2 LS3MP-NN-PSB-AE-55 √
operations using the PMDAS or GMDAS rule
Demonstrate comprehension of whole
56 LS3MP-NN-PSB-BL/LE/AE/JHS-56 √ √ √ √
numbers and their uses in everyday life
Fractions
Read and write fractions in symbols and in √ √
57 M1NS-IIIb-72.1 LS3MP-NN-PSB-BL/LE-57
words
Use fractions to name the equal parts of a
whole, e.g.: M1NS-IIIb-72.1 √
 Fractional part of a cake cut into four M1NS-IIIc-73
58 LS3MP-NN-PSB-BL-58
equal parts
 Shaded part of a rectangular piece of
land
Identify the different kinds of fractions
√
59  Dissimilar fractions LS3MP-NN-PSB-LE-59
 Similar fractions
M2NS-IIIe-77.1
Compare fractions using the symbols>, < M3NS-IIIa-72.4 √
or=, e.g.: M3NS-IIIb-76.3
May 2019 Page 125

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Demonstrate knowledge/understanding and
61 skills related to fractions applying these LS3MP-NN-PSB-AE-61 √
skills in solving real life problems
Compute for the Least Common
Denominator (LCD), Greatest Common M4NS-IIC-68.1 √
Factor (GCF), and the lowest term of M4NS-IIC-69.1
fractions
Add and subtract similar and dissimilar
fractions including combinations with mixed
numbers, e.g.: M4NS-IIf-82.1
 Given 3 boxes of pizza divided equally M4NS-IIf-82.2
into 8 parts, 1 learning group consumed M5NS-IE-84
√
5 parts of 1 box and another group
63 consumed 11 parts from the 2 boxes, LS3MP-NN-PSB-AE-63
following:
 total fractional parts consumed by the 2
learning groups.
 From the above example, compute the
remaining fractional part that was not
consumed by the first learning group
64 Get the reciprocal of fraction M5NS-Ih-94 LS3MP-NN-PSB-AE-64 √

Multiply and divide fractions including mixed
numbers, e.g.:
 A family estate is subdivided among
three brothers and a surviving mother √
65 who is entitled to one-half of the whole LS3MP-NN-PSB-AE-65
M5NS-Ig-90.1
estate. The remaining half is to be M5NS-Ii-96.1
equally divided among her three sons.
Compute the fractional part each son will
own
Solve real-life problems involving fractions
and mixed numbers, e.g.:
66  prices of fruit, vegetables, and meat LS3MP-NN-PSB-AE-66
√
 sharing something with others, e.g.
May 2019 Page 126

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
money, cake, box of chocolate or
pizza, piece of land, etc.
 measuring ingredients for recipes (1/2
cup, ¾ tbsp.)
67 Identify factors of a given number up to 100 LS3MP-NN-PSB-AE-67 √
M4NS-IIa-64
Identify the multiples of a given number up √
68 M4NS-IIa-65 LS3MP-NN-PSB-AE-68
to 100
69 Differentiate prime from composite numbers M4NS-IIb-66 LS3MP-NN-PSB-AE-69 √
Write a given number as a product of its
prime factors M4NS-IIb-67
Find the common factors and the greatest
common factor (GCF) of two numbers using
71 M4NS-IIc-68.1 LS3MP-NN-PSB-AE-71 √
the following methods: listing, prime
factorization, and continuous division
Find the common multiples and least
common multiple (LCM) of two numbers M4NS-IIc-69.1 √
using the following methods: listing, prime
factorization, and continuous division
Solve real-life problems involving GCF and
73 M4NS-IId-70.1 LS3MP-NN-PSB-AE-73 √
LCM of 2 given numbers
Create problems with reasonable answers
74 M4NS-IId-71.1 LS3MP-NN-PSB-AE-74 √
involving GCF and LCM of 2 given numbers
Use divisibility rules for 2,3,4,5,6,7,8,9,10,11, M5NS-Ib-58.1
75 and 12 to find the common factors of M5NS-Ib-58.2 LS3MP-NN-PSB-AE-75 √
numbers M5NS-Ib-58.3
Solve routine and non-routine problems
76 involving factors, multiples, and divisibility M5NS-Ic-59 LS3MP-NN-PSB-AE-76 √
rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12
Create problems (with reasonable answers)
M5NS-Ic-60 √
77 involving factors, multiples, and divisibility LS3MP-NN-PSB-AE-77
rules
Find the common factors and the GCF of 2–
78 M5NS-Id-68.2 LS3MP-NN-PSB-AE-78 √
4 numbers using continuous division
May 2019 Page 127

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Find the common multiples and LCM of 2–4
79 M5NS-Id-69.2 LS3MP-NN-PSB-AE-79 √
numbers using continuous division
Solve real-life problems involving GCF and
80 M5NS-Ie-70.2 LS3MP-NN-PSB-AE-80 √
LCM of 2–3 given numbers
M5NS-Ie-71.2 √
81 involving GCF and LCM of 2–3 given LS3MP-NN-PSB-AE-81
numbers
Decimals
Read and write decimals in words and
M4NS-IIj-102.1 √
symbols, e.g.:
82  Given 15.378, write the number in words LS3MP-NN-PSB-AE-82
 Given four hundred twenty-one and nine
tenths, write the number in symbols
Identify the place value and value of the
M4NS-IIi-101.1 √
digits of a decimal, e.g.:
 Given twelve grape fruits to sell and an
additional half given to the vendor,
Identify the decimal number that √
Represent the grape fruits and the place
value of each digit (12.5)
 Given three boxes of buko pie, the two
boxes are full and the third contains
only three-fourths. Identify the decimal
number that Represent the buko pie
and the place of each digit (2.75)
Compare the value of the digits of a decimal
M4NS-IIj-104.1 √
e.g.:
 Given 13.003, compare the value of the
underlined digits
 Given 5.66, compare the value of the
underlined digits.
Round off decimals, e.g.:
√
 One ream of bond paper contains 500
85 M4NS-IIj-103.1 LS3MP-NN-PSB-AE-85
sheets. If the printer needs 2,300
sheets, how many reams of bond paper
May 2019 Page 128

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
does he need to buy? (He needs 4.6
reams.)
 A level learner got a general average of
85.4 in his elementary level work in the
formal school. What is his average
rounded off to the nearest whole
number?
Round decimal numbers to the nearest
86 M5NS-IIa-103.2 LS3MP-NN-PSB-AE-86 √
hundredth and thousandth
Visualize decimal numbers using models like
87 blocks, grids, number lines and money to M4NS-IIi-99 LS3MP-NN-PSB-AE-87 √
show the relationship to fractions
Convert decimals into fractions and vice
√
versa, e.g.:
 0.06 test takers passed the test is the
same as 6 out of every 100 test takers
88 o r6/100 M4NS-IIi-100 LS3MP-NN-PSB-AE-88
 3/10 of the NFE A & E learners
completed the learning sessions is the
same as 3 out of every ten learners or
0.3
89 Describe and draws a number line M7NS-Ic-1 LS3MP/NN-PSB-JHS-89 √
Add and subtract decimals, e.g.:
 Total number of kilos of cabbage √
90 harvested LS3MP-NN-PSB-AE-90
M6NS-Id-106.2 √
 Compute the difference of the distance
of two Barangays from the Poblacion
Solve 1 or more steps routine and non-
routine problems involving addition and/or
√
91 subtraction of decimals and mixed decimals M6NS-Id-108.2 LS3MP-NN-PSB-AE-91
using appropriate problem-solving strategies
and tools
Multiply mentally decimals up to 2 decimals √
92 M6NS-Ie-111.4 LS3MP-NN-PSB-AE-92
places by 0.1, 0.01, 10, and 100
May 2019 Page 129

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Visualize division of decimal numbers using
93 M5NS-IIf-115 LS3MP-NN-PSB-AE-93 √
pictorial models
Multiply and divide decimals, e.g.: M5NS-IId-111.2
 total length of material needed for M5NS-IIf-116.1
√
94 fencing LS3MP-NN-PSB-AE-94
 equal distribution of tasks of learners in
√
a group work
Divide decimals up to 4 decimal places by
95 M6NS-Ih-116.5 LS3MP-NN-PSB-AE-95 √
0.1, 0.01, and 0.001
Divide decimals up to 2 decimal places by
96 M6NS-Ih-118 LS3MP-NN-PSB-AE-96 √
10, 100, and 1000 mentally
Differentiates term in terminating from
M6NS-Ii-119
97 repeating, non terminating decimal LS3MP-NN-PSB-AE-97 √
quotients
Solve problem in daily life involving decimals
that are money related, e.g.:
 preparing a family budget
 calculating marketing expenses M6NS-Ii-120.2
 computing daily/weekly and monthly
wages
 adding income/expenses and computing √
profit/loss
 preparing a financial statement/balance
sheet
Demonstrate knowledge understanding and
99 skills related to decimals by applying these LS3MP-NN-PSB-AE-99 √
skills in solving real life problems
Read and write pesos and centavos in
100 M3NS-Ic-20.2 LS3MP-NN-PSB-BL/AE/JHS-100 √ √ √
words and symbols
Add and subtract decimals in money form,
e.g.: ● giving change
 borrowing/lending money
 computing the cost of post age when
√
sending letters
 depositing/withdrawing money
May 2019 Page 130

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Multiply and divide decimals involving
money, e.g.:
102  total cost of goods purchased LS3MP-NN-PSB-AE-102
 giving equal amount of money among √
the children
involving division without or with any of the
103 other operations of decimals, mixed M6NS-Ij-121.2 LS3MP-NN-PSB-AE-103
decimals, and whole numbers including √
money
Ratio and Proportion
Read and write ratios and proportions in
words and symbols, e.g.: M5NS-IIh-122
√
 one stick to two bananas (1: 2, or one M5NS-IIh-123
104 is to two) LS3MP-NN-PSB-AE-104
 twenty-five learners to one
Instructional Manager (twenty-five is
to one or 25:1)
Gives examples of real life relationships in
the form of ratio and proportion, e.g.:
 the ratio of passengers to the seating
capacity of a jeepney
 the ratio of modules to learners
 the ratio of the number of learners to
Instructional Managers
 the ratio of graduates to the number of
persons actually
employed in one’s community
 the ratio of birth rate to death rate per
year in one’s barangay
 the ratio and proportion of males and
females in a barangay population
Explain the meaning of ratio and proportion

and how they are related M6NS-IIb-131
May 2019 Page 131

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Identify equivalent ratios, e.g.:
 1 Instructional Manager: 25 learners is
107 the same as 2:50 M5NS-IIi-124 LS3MP-NN-PSB-AE-107
√
 4 scoops of powdered milk: 2 cups of
water is the same as 8: 4
Express one value as a fraction of another
108 M6NS-IIa-129 LS3MP-NN-PSB-AE-108 √
given their ratio and vice versa
Find how many times one value is as large
109 M6NS-IIa-130 LS3MP-NN-PSB-AE-109 √
as another given their ratio and vice versa
Simplify ratio to its lowest term, e.g.:
 The ratio of male to female in a
learning group is 5:10 which is 1:2 in
√
110 lowest term M5NS-ILI-25 LS3MP-NN-PSB-AE-110
 The ratio of the number of eggs to
number of cups of flour for baking
is8:12, which is2:3 in lowest term
Convert ratio to fractions and vice versa,
e.g.:
 The ratio of buses to jeepneys is
111 25:75, which is 25/75 in fraction form LS3MP-NN-PSB-AE-111 √
 The ratio of roosters to mother hens
in the backyard poultry is 9/26, which
is 9:26 in ratio form
Differentiate between ratio and rate, e.g.:
 the number of cups of salt to the
number of cups of fish
112 (dilis) in making bagoong (ratio) LS3MP-NN-PSB-AE-112 √
 the number of dresses a dressmaker
can sew per day (rate)
Solve daily life problems involving ratio and
proportion and rate, e.g.:
√
 cost of one piece of fruit based on its
cost per dozen
 cost of a cavan of rice based on price
per kilo
May 2019 Page 132

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
 number of words a secretary can type
during a given period of time based on
the number of words she can type per
minute
 distance traveled by a car in
kilometer/mile per liter of fuel
consumed
Create problems involving ratio and M6NS-IIc-135 √
proportion, with reasonable answers
Solve problems involving direct proportion,
partitive proportion, and inverse proportion
M6NS-IIc-134 √
115 in different contexts such as distance, rate, LS3MP-NN-PSB-AE-115
and time using appropriate strategies and
tools
Find a missing term in a proportion (direct,
116 M6NS-IIb-133 LS3MP-NN-PSB-AE-116 √
inverse, and partitive)
Demonstrate knowledge of ratio and
√
117 proportion as applied in solving real-life LS3MP-NN-PSB-AE-117
problems
Percent and Percentage
Explain the meaning of percent and
M5NS-IIIa-136 √
118 percentage and its practical application in LS3MP-NN-PSB-AE-118
everyday life
119 Convert percent to decimals and vice versa LS3MP-NN-PSB-AE-119 √
120 Convert percent to fractions and vice versa LS3MP-NN-PSB-AE-120 √
Solve daily life problems involving
percent and percentages, e.g.:
 buying in cash vs. installment
 family budget
 commission on sales
 discount on mark-up prices
 taxes, e.g., income tax, VAT
 interest rates on loans including the
May 2019 Page 133

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
―5-6 scheme, savings account and
time deposit
 mixing chemicals using the correct
proportion, e.g., chemical fertilizers
Create problems involving percent, with
122 M5NS-IIIb-141 LS3MP-NN-PSB-AE-122 √
reasonable answers
Demonstrate knowledge and skills on
M5NS-IIIb-140 √
123 percent and percentage in solving real-life LS3MP-NN-PSB-AE-123
problems
Sets and integers
124 Define set and other related terms M7NS-Ia-1 LS3MP-NN-PSB-JHS-124 √
125 Discuss the different kinds of sets M7NS-Ia-1 LS3MP-NN-PSB-JHS-125 √
126 Find the subset of a given set LS3MP-NN-PSB-JHS-126 √

Determine the total number of subsets of a
127 LS3MP-NN-PSB-JHS-127 √
given set
Determine whether a given set is joint or
disjoint
Determine whether a given set is equal or
equivalent
130 Determine the union of two sets M7NS-Ia-2 LS3MP-NN-PSB-JHS-130 √
131 Determine the intersection of two sets M7NS-Ia-2 LS3MP-NN-PSB-JHS-131 √
132 Demonstrate skills in operation on sets LS3MP-NN-PSB-JHS-132 √
133 Get the difference between the two sets M7NS-Ia-2 LS3MP-NN-PSB-JHS-133 √
134 Get the complement of a set LS3MP-NN-PSB-JHS-134 √
Solve problems in real life using Venn
135 M7NS-Ib-1 LS3MP-NN-PSB-JHS-135 √
diagrams
136 Define and classify real numbers LS3MP-NN-PSB-JHS-136 √
137 Describe and draws a number line M7NS-Ic-1 LS3MP-NN-PSB-JHS-137 √
May 2019 Page 134

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Show the different sets of real numbers on a
number line M7NS-Ic-1
139 Determine the properties of real numbers LS3MP-NN-PSB-JHS-139 √
140 Find the absolute value of a number M7NS-Ic-1 LS3MP-NN-PSB-JHS-140 √
Perform operations dealing with absolute
values
142 Describe the set of integers LS3MP-NN-PSB-JHS-142
M6NS-IIG-151 √
Compare integers with other numbers such M7NS-Ie-1
143 LS3MP-NN-PSB-JHS-143
as whole numbers, fractions, and decimals M6NS-IIG-152 √
Read and writes positive and negative
144 M6NS-IIH-153 LS3MP-NN-PSB-JHS-144
numbers on number line √
145 Add integers using the number line M6NS-Iii-156 LS3MP-NN-PSB-JHS-145 √
Add and subtract positive and negative
146 M6NS-Iii-156 LS3MP-NN-PSB-AE/JHS-146 √ √
numbers.
Apply knowledge of addition and subtraction
of integers in solving daily problems, e.g.:
 add positive and negative money M6NS-Iii-156 √ √
147 values in a profit/loss statement LS3MP-NN-PSB-AE/JHS-147
 prepare a balance sheet comparing
budgeted line items and actual
expenses
Apply knowledge of multiplication and √
division of integers to solve daily problems, M7NS-Ic-d-1
148 e.g.: M7NS-Ic-d-1 LS3MP-NN-PSB-JHS-148 √
 prepare an annual financial statement
of sale √
149 involving basic operations of integers using M6NS-IIJ-157 LS3MP-NN-PSB-AE/JHS-149 √ √
appropriate strategies and tools
May 2019 Page 135

Content Standard: Geometry
Performance Standard C: Demonstrate knowledge and skills involving geometric shapes/figures and its application to daily lives
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
2 Dimensional and 3 Dimensional Objects
M1GE-IIIe-1
Identify plane figures, e.g., triangle,
1 M4GE-IIIc-17 LS3MP-G-PSC-BL/LE/AE-1 √ √ √
square, rectangle, circle.
M5GE-IIIc-19
Compare and classifies 2-dimensional
2 (flat/plane) and 3-dimensional (solid) M1GE-IIIe-2 LS3MP-G-PSC-BL-2 √
figures according to common attributes.
M1GE-IIIf-3
3 Draws the four basic shapes. LS3MP-G-PSC-BL-3 √
Describe geometric shapes at home and
4 workplace, e. g., shape of furniture, shape LS3MP-G-PSC-BL/LE/AE-4 √ √ √
of the roof
Relate geometric ideas to number and
measurement ideas, including the
5 LS3MP-G-PSC-AE-5 √
concepts of perimeter, area, volume, angle
measure, capacity, weight, and mass
Use a variety of tools and technologies to M1GE-IIIf-4
6 study geometry, e.g., ruler, protractor, M2GE-IIIg-6 LS3MP-G-PSC-BL/LE/AE-6 √ √ √
compass, software M4ME-IIIh-49
Apply the principles of geometric shapes
7 LS3MP-G-PSC-BL/LE/AE/JHS-7 √ √ √ √
in daily life situations
Lines, symmetry and tessellation
Identifies shapes/figures that show

8 M2GE-IIIh-7.1 LS3MP-G-PSC-LE-8 √
symmetry in a line
Draw the line of symmetry in a given
9 M3GE-IIIg-7.4 LS3MP-G-PSC-LE-9 √
symmetrical figure
Complete a symmetrical figure with respect
10 M3GE-IIIh-7.5 LS3MP-G-PSC-LE-10 √
to a given line of symmetry
Differentiate symmetrical from
11 asymmetrical shapes in furniture, houses, LS3MP-G-PSC-LE-11 √
and buildings
May 2019 Page 136

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Tessellate the plane using triangles,
squares, and other shapes M2GE-IIIi-8.2 √
12 LS3MP-G-PSC-LE-12
 identify real objects that are examples M3GE-IIIh-8.3
of tessellation such as tiles, roof
Recognize and draws a point, line, line
13 M3GE-IIIe-11 LS3MP-G-PSC-LE-13 √
segment and ray
Identify different types of lines such as
14 perpendicular, parallel, and intersecting LS3MP-G-PSC-LE-14 √
lines in real objects
15 Draw congruent line segments LS3MP-G-PSC-LE-15 √
M3GE-IIIf-13
16 Identify congruent line segments LS3MP-G-PSC-LE-16 √
M3GE-IIIf-13
17 Represent point, line, and plane using LS3MP-G-PSC-JHS-17 √

concrete and pictorial models M7GE-IIIa-1
Identify objects that represent point, line
18 and plane such as paper, rope, farm land, LS3MP-G-PSC-JHS-18 √
wall, ceiling, etc.
19 Illustrate subsets of a line M7GE-IIIa-2 LS3MP-G-PSC-JHS-19 √
Determine the conditions under which lines

20 M8GE-IVe-1 LS3MP-G-PSC-JHS-20 √
and segments are parallel or perpendicular.
Angles
M4GE-IIIb-14
21 Illustrate an angle LS3MP-G-PSC-AE/JHS-21 √
M7GE-IIIe-2 √
Draw different types of angles found in the
22 objects used in daily life, e.g., right angles, M4GE-IIIb-14 LS3MP-G-PSC-AE/JHS-22 √ √
acute angles, obtuse angles
Measure angles found in geometric shapes
using a protractor, e.g.:
23 LS3MP-G-PSC-AE/JHS-23 √ √
 sawing of lumber
 laying of floor tiles
May 2019 Page 137

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
 drawing pie graphs
 following a sewing pattern
 constructing furniture
 welding metals
Convert the given measurement of an angle
24 LS3MP-G-PSC-AE/JHS-24 √ √
to unit degrees or radians and vice versa
M7GE-IIIa-3
25 Classifies the different kinds of angles. LS3MP-G-PSC-JHS-25 √
Triangles and Quadrilaterals

Classify triangles according to measure of its
26 M4GE-IIIb-16 LS3MP-G-PSC-AE-26 √
angles and sides
Identify and Describe triangles according to
27 M4GE-IIIc-16 LS3MP-G-PSC-AE-27 √
sides and angles using concrete objects
Describe the attributes/properties of
28 triangles and quadrilaterals using concrete M4GE-IIIb-15 LS3MP-G-PSC-AE-28 √
objects or models
Describe the different kinds of quadrilaterals
29 and its properties: square, rectangle, M4GE-IIIc-17 LS3MP-G-PSC-AE-29
√
parallelogram, trapezoid, and rhombus
Identify the different kinds of quadrilaterals:
square, rectangle, parallelogram, trapezoid,
30 M4GE-IIIc-17 LS3MP-G-PSC-AE-30
and rhombus on many objects such as wall, √
roof, field, etc.
31 Relate triangles to quadrilaterals M4GE-IIId-18.1 LS3MP-G-PSC-AE-31 √
Relate one quadrilateral to another
32 M4GE-IIId-18.2 LS3MP-G-PSC-AE-32
quadrilateral (e.g. square to rhombus) √
Polygons
33 Describe polygons with 5 or more sides M5GE-IIIc-19 LS3MP-G-PSC-AE-33 √

Name polygons according to number of
34 M5GE-IIIc-19 LS3MP-G-PSC-AE-34 √
sides
Describe and compare properties of
polygons (regular and irregular polygons) M5GE-IIIc-20
May 2019 Page 138

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
36 Draw polygons with 5 or more sides M5GE-IIIc-21 LS3MP-G-PSC-AE-36 √
37 Describe congruent polygons M5GE-IIId-22 LS3MP-G-PSC-AE-37 √

Illustrate polygons: (a) convexity, (b)
38 M7GE-IIIe-2 LS3MP-G-PSC-JHS-38 √
angles, and (c) sides
Construct triangles, squares, rectangles, M7GE-IIIh-i1
39 LS3MP-G-PSC-JHS-39 √
regular pentagons, and regular hexagons
Solve problems involving sides and angles of
40 M7GE-IIIj-1 LS3MP-G-PSC-JHS-40 √
a polygon.
Circles
41 Visualize and describe a circle M5GE-IIId-23.1 LS3MP-G-PSC-AE-41 √
42 Identify the terms related to a circle M5GE-IIId-23 LS3MP-G-PSC-AE-42 √

Draw circles with different radius using
43 M5GE-IIIe-24 LS3MP-G-PSC-AE-43 √
compass
Illustrate and describe a circle and the
terms related to it: Radius, Diameter Chord,
44 LS3MP-G-PSC-JHS-44 √
Center, Arc, Chord, Central Angle and M7GE-IIIg-1
inscribed Angle
Illustrate secants, tangents, segments, and
45 M10GE-IIe-1 LS3MP-G-PSC-JHS-45 √
sectors of a circle
46 Solve problems on circles M10GE-IIf-2 LS3MP-G-PSC-JHS-46 √
Determine the center and radius of a circle

47 M10GE-IIh-2 LS3MP-G-PSC-JHS-47 √
given its equation and vice versa.
Graph a circle and other geometric figures

48 M10GE-IIi-1 LS3MP-G-PSC-JHS-48 √
on the coordinate plane
Solves problems involving geometric figures
49 M10GE-IIi-j-1 LS3MP-G-PSC-JHS-49 √
on the coordinate plane
Solid Figures
May 2019 Page 139

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Describe the different solid figures: cube, M5GE-IIIe-25
prism, pyramid, cylinder, cone, and sphere M6GE-IIIa-27
Differentiate plane from surface figures (2D
51 M6GE-IIIa-28 LS3MP-G-PSC-AE-51 √
and 3D objects)
52 Identify the faces of a solid figure M6GE-IIIa-28 LS3MP-G-PSC-AE-52 √
Makes models of different solid figures—
M5GE-IIIe-26
53 cube, prism, pyramid, cylinder, cone, and LS3MP-G-PSC-AE-53 √
M6GE-IIIb-29
sphere—using plane figures
Basic Trigonometry
The Pythagorean Theorem and its
application in real life situations
Prove the Pythagorean Theorem with
cutouts.
 In a right triangle, the square of l (a²)
plus the square of b(b²) is equal to the
square of c(c²).
 Upon completion of this lesson, learners
54 M9GE-IIIi-2 LS3MP-G-PSC-JHS-54 √
will be able to determine the
Pythagorean Theorem
 Pythagorean Theorem helps build
rectangles and squares
 Builders use the Pythagorean Theorem
to help keep the night angles and build
houses, decks, buildings, and to put
windows, doors and floors in
The six trigonometric ratios:
 For any right triangle, there are 6
trigonometric ratios (sine, cosine, secant,
55 tangent, cosecant and cotangent M9GE-IVa-1 LS3MP-G-PSC-JHS-55 √
 Given a triangle, Identity all 6
trigonometric ratios for all angles (except
the right angle)
Find the trigonometric ratios of special
56 M9GE-IVb-c-1 LS3MP-G-PSC-JHS-56 √
angles
May 2019 Page 140

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Illustrate angle of elevation and angle of
57 M9GE-IVd-1 LS3MP-G-PSC-JHS-57 √
depression
Use trigonometric ratios to solve real life
58 M9GE-IVe-1 LS3MP-G-PSC-JHS-58 √
problems involving right triangles
Illustrate the law of sine and law of cosines
 finding the height of a
59 tree/house/mountain M9GE-IVf-g-1 LS3MP-G-PSC-JHS-59 √
 finding the distance of the boat from
the shore
May 2019 Page 141

Content Standard: Measurement

Performance Standard D: Demonstrate knowledge and skills in using measuring devices in solving real life problems
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Non-standard units of length, mass and
capacity
Show appreciation of indigenous

M1ME-IVD-20
measurement technologies used by different LS3MP-M-PSD-BL/LE/AE-1
M1ME-IVE-21
1 cultures, e.g.: √ √ √
M1ME-IVF-22
 linear – dipa, dangkal, piye, hakbang
 weight – kilo, guhit
 volume – ganta, bilao, lata, chupa
Linear measurement
Take and records linear measurements,

LS3MP-M-PSD-BL/LE-2
e.g., width, length, height, distance using
2 √ √
rulers, tape measures, meter sticks and
indigenous measuring devices
Use appropriate units of length and M2ME-IVb-23
distances for measurement, e.g., millimeter LS3MP-M-PSD-LE-3 √
3 M3ME-IVb-39
(mm), centimeter (cm), inch, feet (ft.), yard,
meter (m), kilometer (km), and mile (mi)
Compare the reliability and accuracy
of linear measurements of objects using √
4 standard units, e.g., mm,cm, ft., m with LS3MP-M-PSD-LE-4
indigenous ways, e.g., dangkal, dipa, piye,
hakbang
Convert smaller units of length to bigger
units and vice versa, e.g., meter to M3ME-IVB-39 LS3MP-M-PSD-LE-5 √
5
kilometer, centimeter to meter, centimeter to
millimeter, inches to feet, yards to feet
May 2019 Page 142

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Convert one standard unit of length to
another and vice versa, e.g.: M3ME-IVB-39 √ √ √
 inches to centimeters/millimeters e.g., M7ME-IIb-1
6 √ √ √
when buying timber, nails or screws) LS3MP-M-PSD-LE/AE/JHS-6
 yards to meters e.g., when buying √ √ √
materials for a dress or curtains
Apply knowledge and skills involving daily
7 life problems involving linear measurement, LS3MP-M-PSD- BL/LE/AE-7 √ √ √
perimeter and circumference of objects.
Mass/Weight
Demonstrate understanding of the √
8 LS3MP-M-PSD- BL/LE-8 √
meaning of mass/weight
Read and record measures of mass/weight √
of objects using standard measuring √
devices and indigenous ways, e.g.: √
9 √
 for determining weight of children, √
√
pregnant women LS3MP-M-PSD- BL/LE-9 √
 for baking – flour, sugar, milk, salt, oil
 for construction – sand, cement
Estimates mass/weight by lifting and by
comparing familiar objects considering the
√ √
shape, diameter, and height of other
10 LS3MP-M-PSD- BL/LE-10
containers to determine if the seller gives
the right amount of materials for the money
paid
Explain the meaning of mass/weight and its
11 LS3MP-M-PSD- BL/LE-11
practical application √ √
Use appropriate units of measurement of
12 weight, e.g., grams (gm), kilograms (kg), M2ME-IVe-31 LS3MP-M-PSD- BL/LE-12 √ √
tons (t), pounds (lbs.), ounces (oz.)
Convert smaller units of weight/mass to
M3ME-IVb-39 √
13 bigger units and vice versa, e.g., grams to LS3MP-M-PSD-LE-13
kilograms, kilograms to tons
May 2019 Page 143

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Convert standard units of weight/mass from
the English to the metric system and vice
M3ME-IVB-39 √ √
versa, e.g.: √
M7ME-IIb-1
14  pounds to kilograms when measuring √ √
√
weight of persons LS3MP-M-PSD-LE/AE/JHS-14
√ √
 ounces/pounds to grams/kilograms √
when buying fish, flour, sugar, rice
Compare weights using standard and
indigenous measures; e.g., 1cavan of rice LS3MP-M-PSD-BL/LE-15 √ √
15
equivalent to 50 kilos is also equal to 20
gantas
Solve everyday problems using
knowledge and skills on weight/mass,
e.g.,
√ √
 harvest of rice, vegetables, fruits, etc.
 market price of farm products (e.g., √ √
poultry, pigs, beef)
√ √
based on weight, e.g., price per
kilogram LS3MP-M-PSD-BL/LE-16 √ √
 sugar or rice consumption per person √ √
per day, per week or month
 feed consumed per day by animals √ √
16
on a farm or in a poultry
√ √
 cost of purchases of meat,
vegetables, fish, and other food √ √
items, given the unit cost
√ √
 savings made by buying food items in
bulk
 amount of ingredients needed for
food preparation for a family gathering
or community affair
 amount of sand, cement, and gravel
needed for construction
Time and Calendar
May 2019 Page 144

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Demonstrate knowledge and skill in
17 LS3MP-M-PSD-BL/LE/AE-17 √ √ √
understanding time and the calendar
Tell and write time by hour, half-hour, and
18 M1ME-IVb-3 LS3MP-M-PSD-BL-18 √
quarter-hour using analog clock
Read and record the time of the day by, e.g.: √ √ √
 using a watch or clock √ √ √
19  watching the position of the sun LS3MP-M-PSD-BL/LE/AE-19 √ √ √
 estimating the length of the shadow
cast by objects √ √ √
Convert time from smaller to larger units and
vice versa., e.g.: M3ME-IVa-8 LS3MP-M-PSD-LE-20 √
 seconds to minutes/hours/minutes to M3ME-IVa-9
20 √
hours
√
 days to weeks/months/years; weeks to
months
Convert time from 12-hour units (a.m. /p.m.)
21 M3ME-IVa-8 LS3MP-M-PSD-LE-21 √
to 24- hour (military) units
Determine the time in another place in the
world given the time in the Philippines or M5ME-IIIg-15 LS3MP-M-PSD-LE/AE-22
22 vice versa (e.g., when overseas Filipino √ √
workers [OFWs] telephone relatives in the
Philippines or vice versa)
Use knowledge of time to solve simple
problems
 estimating the amount of time √ √
needed to undertake certain tasks
e.g., travel time before attending a LS3MP-M-PSD-LE/AE-23 √ √
23 program or community activity M4ME-IIIf-12 √ √
 counting intervals of time between
√ √
dosages of medicines
 calculating the cost of long-distance
phone calls, and cell phone calls (cost
per minute)
Find the elapsed time in minutes and
24 M4ME-IIIf-11 LS3MP-M-PSD-AE-24 √
seconds
May 2019 Page 145

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
25 Estimate the duration of time in minutes M4ME-IIIf-12 LS3MP-M-PSD-AE-25 √
M2ME-IVa-6
26 Solve problems involving elapsed time LS3MP-M-PSD-LE/AE-26 √ √
M4ME-IIIg-13
Read/Interpret time-related charts and
√ √ √
tables; e.g.:
√ √ √
 provincial bus, ferry, and airline
27 timetables and tickets LS3MP-M-PSD-BL/LE/AE-27 √ √ √
 tide charts for fishing and boating
purposes, time chart for sunset and
sunrise, etc.
Relate time to distance, e.g.:
√
 estimate the distance for time taken
(walking, driving, jogging) M6ME-IIIg-17 √
28  project the number of trips a LS3MP-M-PSD-AE-28
√
jeepney/taxi driver needs to earn
enough for the boundary fee plus
income for the day
Relate time to volume of work, e.g.:
√
 estimate how long it Take to finish a
task (e.g., plowing a field) for √
purposes of hiring laborers.
29 LS3MP-M-PSD-AE-29 √
 estimate fuel cost per hour and per
√
hectare of use of farm machinery
 estimate time needed to irrigate a field
of given area
Relate time to speed, e.g.:
√
 calculating the time and speed of M6ME-IIIg-17
runners/swimmers in a track and √
field/swimming competition
√
 calculating the time and speed of a
30 LS3MP-M-PSD-AE-30
fishing boat to reach the next island √
town
 estimating the time of arrival at one’s
destination when traveling by
bus/pump boat
May 2019 Page 146

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Use a calendar to determine days, weeks,
months, and years (including number of M1ME-IVa-2
31 days in a week, weeks in a month, months LS3MP-M-PSD-BLP-31 √
in a year, weeks in a year, days in a year,
years in a decade/century, etc.)
Read and compute dates in calendars
(birthdays, anniversaries, holidays, historical √ √ √
32 LS3MP-M-PSD-BL/LE/AE-32
events, Before Christian Era [BCE]/Christian
Era [CE].
Use knowledge of the calendar in solving
problems, e.g.: √ √ √
 Use the calendar for keeping √ √ √ √
appointments √ √ √
 Telling the time of the year when
typhoons occur, planting and harvest √ √ √
season, and the wet and dry seasons
 Ages and age differences of family √ √ √
members in years and in months
 Number of days prior to special events √ √ √
for planning purposes—birthdays,
√ √ √
33 anniversaries, Christmas, fiestas, and LS3MP-M-PSD-BL/LE/AE/JHS-
other special holidays 33
√ √ √
 Fertile period of a wife in family
planning/
childbirth spacing √ √ √
 Schedule to monitor the progress of an
assignment, task, or job to be done,
e.g., planting/ harvesting schedule, √ √
implementation plan of a project, travel
itinerary, work schedule, program of
activities in a wedding ceremony,
opening program, etc.
Estimation of quantities, measurement and
computations
May 2019 Page 147

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Use estimation skills in working with
34 quantities, measurements, computations, LS3MP-M-PSD-BL/LE/AE/JHS- √ √
√ √
and problems solving in everyday life 34
35 Determine when an estimate is appropriate LS3MP-M-PSD-BL-35 √

Determine the level of accuracy of an
estimate
Apply estimation when working with
quantities, measurement, and computation, √ √ √ √
e.g.:
√ √ √
 estimate the cost of items to be
purchased at the grocery store before √ √ √
paying at the cashier
√ √ √
 estimate the number of people who will
attend a public meeting to plan for the
37 LS3MP-M-PSD-BL/LE/AE/JHS-37 √ √ √
purchase of snacks/drinks
 estimate the weight and number of fish
in a fishing boat’s daily catch
 estimate the number of pieces or
volume of items stored in various
locally used containers, e.g.,
candies/soap bars/small fish in a
jar/sticks in a bundle
Use estimation to check the reasonableness
of the results of computations
Perimeter and Circumference
Explain the meaning of perimeter and its
practical applications in daily life
Measure the perimeter of any given figure
40 M4ME-IIIh-49 LS3MP-M-PSD-AE-40 √
using appropriate tools.
May 2019 Page 148

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Computes the perimeter of different
geometric shapes in everyday life, e.g.: √
 perimeter of a regular polygons like
window frame, door, rectangular √
garden to estimate the fencing
41 materials needed M4ME-IIIi-51 LS3MP-M-PSD-AE-41 √
 perimeter of a regular or an irregular
polygon-shaped lot for estimating the
length of fencing materials needed,
e.g., rice field, vegetable garden,
fishpond
Apply the formula for computing √
42 M5ME-IIIh-68 LS3MP-M-PSD-AE-42
perimeter and circumference
Solve routine and non-routine problems in M4ME-IIIi-52 √
real-life situations involving perimeter of
squares and rectangles, triangles,
parallelograms, and trapezoid
Explain the meaning of circumference

and related terms like radius, diameter
and its practical applications in daily life √
44 situations, e.g.: LS3MP-M-PSD-AE-44
 length of metal edging needed for a
circular table
 distance jogged by an athlete in an oval
Measure circumference of a circle using
45 M5ME-IIIh-68 LS3MP-M-PSD-AE-45
appropriate tools √
Compute the diameter, radius and
√
46 circumference of a circle using the value of LS3MP-M-PSD-AE-46
pi (p)
Solve routine and non-routine problems M5ME-IIIj-71
involving circumference of a circle
Area
48 Differentiate perimeter from area M4ME-IIIi-52 LS3MP-M-PSD-AE-48 √
May 2019 Page 149

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Explain the meaning of area and its
practical application in real life situations,
√ √
e.g.:
 the number of square units of cloth √ √
49 to cover a dining table LS3MP-M-PSD-LE/AE-49
√ √
 the number of square tiles needed to
cover the floor area of a living room √ √
 given the length and the width of a rice
field, find its total area
Identify units of measurement, e.g., square
50 LS3MP-M-PSD-LE/AE-50 √ √
meters, square kilometers, hectares
Identify different plane figures and irregular
51 LS3MP-M-PSD-LE/AE-51 √ √
solids
Use the appropriate units of measure in
52 M3ME-IVd-43 LS3MP-M-PSD-LE/AE-52 √ √
measuring area.
Convert smaller units of area to bigger
√
units and vice versa, e.g.:
M4ME-IIIj-54 √
 square meters to hectares (measuring a
53 piece of land) LS3MP-M-PSD-AE-53 √
 square meters to square foot
(determining the number of tiles
needed based on computed floor area)
Convert one standard unit of area in the √
M4ME-IIIj-54 √ √
English to the metric system and vice
M7ME-IIb-1 √
54 versa, e.g., square feet to square meters, √ √
square meters to acres, square inches to LS3MP-M-PSD-LE/AE/JHS-54 √
√ √
square centimeters
55 Derive the formula for area LS3MP/M-PSD-LE/AE-55 √ √
Derive the formula for the area of a √

56 M3ME-IVe-44 LS3MP-M-PSD-LE-56
rectangle and a square.
Derive the formula for the area
M4ME-IVb-57 √
57 of triangles, parallelograms, and LS3MP-M-PSD-AE-57
trapezoids
May 2019 Page 150

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Determine the area of a square and a
rectangle with the use of square objects
representing standard square units and
compute the same applying the
appropriate formulae for the same plane
figures, e.g.:
M2ME-IVg-36 √ √
 finding the number of square objects
representing square inch to cover a book M4ME-IVb-58
 finding the number of square objects
58 LS3MP-M-PSD-LE/AE-58
representing square decimeters to cover
a rectangular table
 computing for the area of the bathroom
in square decimeters to determine the
number of tiles to be used of the same
square unit
 computing for the area of a square table
to determine the number of square place
mats to cover it
Estimate the area of irregular plane
59 M4ME-IVa-56 LS3MP-M-PSD-AE-59 √
figures made up of squares and rectangles
Solve routine and no routine problems
√
involving area of composite figures formed M6ME-IIIh-90
60 by any two or more of the following: LS3MP-M-PSD-AE-60
triangle, square, rectangle, circle, and
semicircle
Find the area of irregular plane figures
M4ME-IIIj-55 √
61 made up of squares and rectangles using LS3MP-M-PSD-AE-61
sq. cm., sq. and sq.
Use appropriate formula in solving daily life
problems involving the area of plane
figures: square, rectangle, triangle, √ √
62 parallelogram, e.g.:
 given the area of a particular room, √ √
and floor tiles of certain dimensions, LS3MP-M-PSD-LE/AE-62
compute for the number of tiles
May 2019 Page 151

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
needed to tile the floor
 given a farmland of a particular size √ √
and a recommended number of
seedlings per hectare, estimate the
number of seedlings needed to fully
plant the area
 given the dimensions of a family estate √ √
that has an irregular shape, compute
for its area as basis for the
computation of real estate taxes
 given a certain floor area in a
chicken hatchery/poultry farm and the √ √
minimum space needed per chicken,
compute for the cage area
requirements and the optimum layout
of cages on site
M4ME-IVb-61 √
63 involving area involving squares, rectangles, LS3MP-M-PSD-AE-63
triangles, parallelograms, and trapezoids

64 involving area involving squares, rectangles, M4ME-IVb-61 LS3MP-M-PSD-AE-64 √
triangles, parallelograms, and trapezoids
Derive a formula in finding the area of a
circle
66 Find the area of a given circle M5ME-IVa-74 LS3MP-M-PSD-AE-66
√
67 Create problems involving a circle M5ME-IVb-76 LS3MP-M-PSD-AE-67 √
Apply knowledge and skills in solving daily √
68 LS3MP-M-PSD-LE/AE-68 √
life problems on area.
Surface Area
Explain the meaning of surface area and its
69 practical application, e.g., estimating the LS3MP-M-PSD-AE-69 √
amount of wrapping paper for a gift in a
May 2019 Page 152
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
square or rectangular box.
Describe surface area and

names the unit of measure used for M6ME-IIIi-91 √
measuring the surface area of solid/space
figures
Find the surface area of cubes, prisms,
71 M6ME-IIIi-93 LS3MP-M-PSD-AE-71 √
pyramids, cylinders, cones, and spheres
Use appropriate formula involving problems
on surface area, e.g.: M6ME-IIIj-94 √
 compute for the amount of paint
needed to coat the surface area of a
cylindrical water tank
 compute for the surface area of a cube
to estimate the number of sheets of
Manila paper to wrap it
Create problems involving surface area and
M6ME-IVc-99 √
73 volume of solid/space figures, with LS3MP-M-PSD-AE-73
reasonable answers
Apply knowledge and skills in solving daily
life problems on surface area. √
Volume
Compare the concept of area with that of
volume in terms of figures, dimensions, unit √
of measurements, total outside surface or
bulk/fullness, formulae for computation, etc.
Identify practical applications of volume
e.g., cubic centimeters (cc), milliliters (ml), √
cubic meters, cubic inches, cubic feet, liters,
gallons, pints and fluid oz., e.g.: √
 liquid medicine and vitamins for
children per prescribed dose, bottles for
preparing infant milk formula,
measuring the ingredients of a recipe,
etc.
 amount of water needed to fill a
May 2019 Page 153

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
cylindrical tank
Measure, reads and records measures of

volume using standard equipment and √
indigenous measures; e. g., one liter of coke
and one gate of corn/rice
Convert smaller units of volume to bigger √
units and vice versa, e.g., milliliters(ml) to
liters (L) or L to ml, e.g.: M5ME-IVd-80 √
 teaspoon or tablespoon to milliliters √
(giving medication to sick people or
78 using it in cooking) LS3MP-M-PSD-AE-78
 find out how many bottles of 500 ml
soft drinks are equivalent to 1-liter
bottle
 find out how many 8-oz bottles are
equivalent to a gallon of kerosene
Convert one standard unit of volume from
√
the English to the metric system and vice
√
versa, e.g.:
M7ME-IIb-1 √
 ml to oz. (baby’s milk formula) √
79  quarts to liters (cooking oil, plastic roof LS3MP-M-PSD-JHS-79
√
cement)
 gallons to liters (buying paints).
 pints to liters (buying milk or other
fluids)
Approximate measurement of volume in
everyday use, e.g.:
√
 number of cups of flour needed in √
baking √
80  number of liters of milk/water LS3MP-M-PSD-AE-80
√
consumed
 number of liters/gallons of gasoline
needed to refill the tank of a
motorcycle/healable/tricycle/car
May 2019 Page 154

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
81 Derive the formula for the volume LS3MP-M-PSD-AE-81 √
Derive the formula for the volume of
82 M4ME-IVe-63 LS3MP-M-PSD-AE-82 √
rectangular prisms
Derive the formula in finding the volume of a
√
83 cube and a rectangular prism using cubic cm M5ME-IVc-79 LS3MP-M-PSD-AE-83
and cubic m
Derive the formula for finding the volume of
cylinders, pyramids, cones, and spheres
Use appropriate formula to find the volume
of various solids, e.g., cylinders, cubes,
rectangular prisms, spheres, etc. in solving
everyday problems, like:
 mixture of water and insecticide for
proper use on a given area
 the number of liters of water needed √
for daily consumption
 consumption of
gasoline/kerosene/diesel per day with
the idea of reducing cost or making
some savings
 volume of stones in making
dams/breakwaters
 floor area and ceiling height to
determine storage capacity for various
items, e.g., harvested crops, store
furniture, packing cases
 output of quarrying in cubic meters
based on land area
Use indigenous measures to estimate the
volume of objects, e.g.
√
 number of cups equivalent to the √
content of one gate
 pails of water and their equivalent in √
gallons/liters used in household chores
May 2019 Page 155

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
87 M4ME-IVf-66 LS3MP-M-PSD-AE-87 √
involving volume of rectangular prism
M4ME-IVe-64
88 Compute for the volume of spatial figures LS3MP-M-PSD-AE-88 √
M6ME-IVb-97
Temperature and pressure
Interpret temperature in daily life activities,
e.g., boiling water, ice water, weather, by √ √
89 LS3MP-M-PSD-AE/JHS-89
using appropriate measuring devices such
as a thermometer
Apply knowledge of temperature in solving
everyday problems, e.g.:
 monitoring the fever of a family √
member √
 planting crops appropriate for climate √
conditions
 food preparation e.g., baking (cakes √
and bread) or canning of nata de coco
Monitor and control the temperature
of everyday technologies such as:
 room air conditioner and refrigerator √
 oven (baking)
Read, record, and Interpret body
92 M5ME-IVf-85 LS3MP-M-PSD-AE-92 √
temperature using a thermometer
Convert standard unit of temperature from
Fahrenheit to Celsius and vice versa √
Read, record, describe and interpret the air
pressure of common objects used in √
94 everyday activities e.g. tricycle/car tire or LS3MP-M-PSD-AE-94
compressor using an appropriate
measuring device
Demonstrate knowledge on how to use
pressure valves of technologies using gas, √
such as:
● LPG tank
May 2019 Page 156

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
● hospital oxygen tank
● machine shop (oxygen-acetylene gas)
● kerosene powered refrigerators
Demonstrate an understanding of the
96 LS3MP-M-PSD-AE-96 √ √
concepts of temperature and pressure
Water and Electricity Consumption
Read, record, and Interpret measures of
97 M6ME-IVd-100 LS3MP-M-PSD-AE-97 √
consumption of water and electricity
Relate water consumption with
activities/practices that save water
Recognize the units of measure in reading
and estimating water and electricity √
consumption (cubic meter and kilowatt-
hour)
Relate electricity consumption with length
100 of time, frequency of use of electric LS3MP-M-PSD-AE-100 √
appliances, and wattage of the appliances
Interpret the items on water and electricity
billing statements √
Compute for the cost of consumption of
102 M6ME-IVd-101 LS3MP-M-PSD-AE-102 √
electricity and water
Compute for the amount of water wasted
√
103 and its cost if a leaking faucet goes LS3MP-M-PSD-AE-103
unrepaired
Read and Interpret electric and water and
electricity consumption (optional for √
learners with no access to electric/water
meter)
Demonstrate skills in measuring water and
electricity consumption
May 2019 Page 157

Content Standard: Patterns and Algebra

Performance Standard E: Demonstrate knowledge and skills in 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; and polynomials
and polynomial equations and functions)
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
M4MS-IID-67
1 Find the prime factors of an integer LS3MP-PA-PSE-AE-1 √
Find the greatest common factor (GCF) of a √

2 M4MS-11C-68.1 LS3MP-PA-PSE-AE-2
set of monomials
3 Define exponents and other related terms LS3MP-PA-PSE-AE-3 √

M6MS-IIf-146
Describe the exponent and the base in a M6NS-IIf-146 √
4 LS3MP-PA-PSE-AE-4
number expressed in exponential notation
Give the value of numbers expressed in
5 M6NS-IIf-147 LS3MP-PA-PSE-AE-5 √
exponential notation
Interpret and Explain the Grouping,
6 Exponent, Multiplication, Division, Addition, M6NS-IIf-148 LS3MP-PA-PSE-AE-6 √
Subtraction (GEMDAS) rule
7 State and apply the laws of exponents M7AL-IId-e-1 LS3MP-PA-PSE-JHS-7 √
Identify the laws of exponents in real-life

√
situations
8 LS3MP-PA-PSE-JHS-8
 the growth of bacteria in a community is √
in exponential form
Solve problems involving zero and negative √
9 M9ML-IId-1 LS3MP-PA-PSE-JHS-9
integral exponents
Formulate the rule in finding the nth term
using different strategies (looking for a M6AL-IIId-7 √
10 pattern, guessing and checking, working LS3MP-PA-PSE-AE-1
backward) e.g., 4,7,13, 16, n (the nth term is
3n+1)
Define algebraic expressions and other √
11 M6AL-IIIE-17 LS3MP-PA-PSE-AE-11
related terms
May 2019 Page 158

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
M6AL-IIId-15
12 Differentiate expression from equation. LS3MP-PA-PSE-AE-12 √ √
M7AL-IIh-1
Translate real-life verbal expressions into
13 M6AL-IIIe-16 LS3MP-PA-PSE-AE-13 √
letters or symbols and vice versa
Define a variable in an algebraic expression
and equation
Represent quantities in real-life situations
using algebraic expressions and equations
Solve routine and no routine problems
16 involving different types of numerical M6AL-IIIf-19 LS3MP-PA-PSE-AE-16 √
expressions and equations such as 7+9 =+ 6
Create routine and no routine problems
M6AL-IIIf-20 √
17 involving numerical expressions and LS3MP-PA-PSE-AE-17
equations
18 Define polynomials LS3MP-PA-PSE-JHS-18 √
Interpret the meaning of anywhere n is a
19 M7AL-IIc-2 LS3MP-PA-PSE-JHS-19 √
positive integer
Differentiate between constants and
variables in a given algebraic expression
Evaluate algebraic expressions for given
values of the variables
Classify algebraic expressions which are
M7AL-IId-1 √
22 polynomials according to degree and number LS3MP-PA-PSE-JHS-22
of terms
23 Add and subtract polynomials M7AL-IId-2 LS3MP-PA-PSE-JHS-23 √
24 Multiply and divides polynomials M7AL-IIe-2 LS3MP-PA-PSE-JHS-24 √
M7AL-IId-2
25 Perform operations on polynomials LS3MP-PA-PSE-JHS-25 √
M7AL-IIe-2
Factor polynomials using the various
methods of factoring (polynomials with
M8AL-Ia-b-1 √
common monomial factor, difference of two
squares, sum and difference of two cubes,
perfect square trinomials, and general
trinomials)
May 2019 Page 159

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
27 Illustrate rational algebraic expression M8AL-Ic-1 LS3MP-PA-PSE-JHS-27 √
28 Simplify rational algebraic expressions M8AL-Ic-2 LS3MP-PA-PSE-JHS-28 √
Simplify complex rational algebraic
29 LS3MP-PA-PSE-JHS-29 √
expressions
30 Multiply rational algebraic expressions M8AL-Ic-d-1 LS3MP-PA-PSE-JHS-30 √
31 Divide the rational algebraic expressions M8AL-Ic-d-1 LS3MP-PA-PSE-JHS-31 √
Find the LCD of rational algebraic
√
32 expressions (both with the same and LS3MP-PA-PSE-JHS-32
different denominators)
Convert a given rational expression into an
equivalent rational expression
Perform addition of rational algebraic
M8AL-Ic-d-1 √
Perform subtraction of rational algebraic
M8AL-Ic-d-1 √
Represent real-life situations using rational
√
algebraic expressions
36 *amount of work done per unit LS3MP-PA-PSE-JHS-36 √
*distance travel per unit √
*speed per unit √
Perform operations on rational algebraic
√
37 expressions that involve 2 or more LS3MP-PA-PSE-JHS-37
operations
Illustrate the rectangular coordinate system
38 M8AL-IE-1 LS3MP-PA-PSE-JHS-38 √
and its Use
39 Define linear equations LS3MP-PA-PSE-JHS-39 √
40 Simplify linear equations LS3MP-PA-PSE-JHS-40 √
Write the linear equation ax + by = c in the √
M8AL-If-1
41 form y = mx + b and vice-versa; x+y=3 LS3MP-PA-PSE-JHS-41
transform into y=-x+3
May 2019 Page 160

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
42 Find the slope of linear equations M8AL-IE-5 LS3MP-PA-PSE-JHS-42 √
Find the intercepts of linear equations
both x and y- intercepts
44 Graph different types of linear equations M8AL-If-2 LS3MP-PA-PSE-JHS-44 √
Describe the slope and intercepts of linear
45 M8AL-If-3 LS3MP-PA-PSE-JHS-45 √
equation based on the graph
Solve systems of linear equations using M8AL-Ii-j-1 √
different methods: elimination & substitution
Determine whether the systems of linear
47 equations in two variables are consistent or LS3MP-PA-PSE-JHS-47 √
inconsistent, dependent or independent
Describe systems of linear equations as to
M8AL-Ih-3 √
48 whether its graph is parallel, coinciding, LS3MP-PA-PSE-JHS-48
or intersecting using formula
Solve word problems involving linear M7AL-IIj-2
equations M8AL-Ig-2
50 Define inequality and other related terms LS3MP-PA-PSE-JHS-50 √
Sketch inequalities (linear and quadratic √
inequalities)
52 Solve systems of inequalities (both 1st- M8AL-IIb-1 LS3MP-PA-PSE-JHS-52 √

and 2nd-degree equations)
53 Solve the inequalities by graphing M10AL-Iia-b-1 LS3MP-PA-PSE-JHS-53 √
Solve word problems involving inequalities
 determine the value of production that will
√
54 give profit/loss M8AL-IIa-4 LS3MP-PA-PSE-JHS-54
 determine the number of supply and M9AL-IIa-2 √
demand that will give profit or loss √
Define quadratic equations and other
related terms and its properties
56 Illustrate quadratic equations M9AL-Ia-1 LS3MP-PA-PSE-JHS-56 √
57 Write a quadratic equation in standard form LS3MP-PA-PSE-JHS-57 √
May 2019 Page 161

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Solve quadratic equations using different
M9AL-Ia-b-1
58 methods: quadratic formula, factorization, LS3MP-PA-PSE-JHS-58 √
completing the square
59 Illustrate quadratic functions LS3MP-PA-PSE-JHS-59 √
Differentiate quadratic function from
quadratic equation
√
 human relationships: mother and
60 daughter, husband and wife, teacher LS3MP-PA-PSE-JHS-60 √
and students √
 coordinates of points √
 graphs of different equations
Sketch the graph of a quadratic function
61 M9AL-Ig-h-i-1 LS3MP-PA-PSE-JHS-61 √
using different methods
Describe the graph of quadratic
M9AL-Ig-h-i-1
62 function in terms of intercepts, axis LS3MP-PA-PSE-JHS-62 √
of symmetry, and vertex
63 Find the discriminant of quadratic function LS3MP-PA-PSE-JHS-63

M9AL-Ig-h-i-1 √
then Describe its roots and graph
Find the maximum or minimum
value of quadratic function: √
64  maximum income LS3MP-PA-PSE-JHS-64 √
 minimum sales require to
√
breakeven
65 Define variations and types of variations LS3MP-PA-PSE-JHS-65 √
Illustrate situations that involve the
M9AL-IIa-1
following variations: (a) direct, (b)
inverse, (c) joint, (d) combined
√
 number of workers and time
to finish the job (inverse
variation) √
 speed of the car and distance
traveled (direct variation)
67 Apply different variations in real-life situation LS3MP-PA-PSE-JHS-67 √
May 2019 Page 162

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
68 Illustrate polynomial functions M10AL-IIa-1 LS3MP-PA-PSE-JHS-68 √
Identify the key concepts of polynomial
functions
70 Evaluate functions LS3MP-PA-PSE-JHS-70 √
71 Perform operations on functions LS3MP-PA-PSE-JHS-71 √
72 Graph polynomial functions M10AL-IIa-b-1 LS3MP-PA-PSE-JHS-72 √
73 Apply remainder theorem and factor theorem M10AL-Ig-2 LS3MP-PA-PSE-JHS-73 √
74 Illustrate an arithmetic sequence M10AL-Ib-1 LS3MP-PA-PSE-JHS-74 √
75 Identify sequence (whether arithmetic or not) M9AL-IIa-1 LS3MP-PA-PSE-JHS-75 √
Determine the general equation of arithmetic
sequence
Find the unknown term/s of arithmetic
77 M10AL-Ib-c-1 LS3MP-PA-PSE-JHS-77 √
sequence
78 Find the arithmetic series and other LS3MP-PA-PSE-JHS-78

related unknown values √
79 Find the arithmetic mean/s M10AL-Ib-c-1 LS3MP-PA-PSE-JHS-79 √

80 Illustrate a geometric sequence M10AL-Id-1 LS3MP-PA-PSE-JHS-80 √
M10AL-Id-1
81 Identify sequence (whether geometric or not) LS3MP-PA-PSE-JHS-81 √
M10AL-Id-2
Determine the general equation of geometric
sequence
Find the unknown terms of geometric M10AL-Ie-1
sequence
Find the geometric series and other unknown
values
85 Find the geometric means M10AL-Ie-1 LS3MP-PA-PSE-JHS-85 √
Solve problems that involve arithmetic M10AL-If-2
and geometric sequences/series
May 2019 Page 163

Content Standard: Statistics and Probability
Performance Standard F: Demonstrate understanding and skill in the effective use of tables, graphs and statistics in presenting, analyzing and interpreting data,
and dealing with uncertainty; and making predictions about outcomes for everyday problem solving
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Data collection and representation
Collect and record data, e.g.:
√ √ √ √
 total number of registered voters who M1SP-IVg-1.1
actually voted in the different M2SP-IVh-1.2 √ √ √ √
barangays of a particular municipality M3SP-IVg-1.3
 total number of votes cast for M4SP-IVg-1.4 √ √ √ √
1 individual candidates by position in a M5SP-IVg-1.5
LS3MP-SP-PSF-BL/LE/AE/JHS-1 √ √ √ √
barangay election (barangay captain M6SP-IVe-1.6
and councilors) M7SP-IVb-1
 total number of votes cast for
individual candidates by position in a
local election (mayor and councilors)
Tally the frequency of occurrence, e.g.,
√ √ √ √
2 votes counted in a barangay election for LS3MP-SP-PSF-BL/LE/AE/JHS-2
candidates
Organize information collected in a M7SP-IVc-1
3 LS3MP-SP-PSF-JHS-3 √
frequency distribution table
M1SP-IVg-2.1
M2SP-IVi-2.2
Record data and systematically arranges
4 M3SP-IVg-2.3
these in a table LS3MP-SP-PSF-BL/LE/AE-4 √ √ √
M4SP-IVg-2.4
M5SP-IVg-2.5
Graphs and data interpretation
Describe the different kinds of graphs √ √ √ √

used to organize and present data in real M1SP-IVh-3.1
life situations, e.g.: M2SP-IVi-3.2
√ √
 pictograph, e.g., annual harvest LS3MP-SP-PSF-BL/LE/AE/JHS- √
5 √
production rates, daily egg production, 5
M3SP-IVh-3.3 √ √
harvest expenses, farmers planting
M4SP-IVg-3.4
different crops √
 bar graphs, e.g., survey results
May 2019 Page 164

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
(political poll results, market research √
results, community needs assessment M5SP-IVh-3.5
results), comparison of yields of rice in M6SP-IVf-3.6
different fields, daily sales records, etc. M7SP-IVd-e-1
 line graphs, e.g., monthly consumption
of electricity indicated on an electric
bill, peso-dollar fluctuations, dollar
exchange rate, population growth rate
 circle/pie graphs, e.g., distribution of
labor force in different economic
sectors, percentage of monthly family
budget allocated/spent on certain
items (food, clothing, housing,
transport, expenses on education, etc.)
Identify the parts of a pictograph, bar
6 graph, and line graph, i.e., title, legend, LS3MP-SP-PSF-JHS-6 √
labels, and vertical and horizontal Axes
7 Interpret the legend in a graph LS3MP-SP-PSF-JHS-7 √
8 Read/Interpret data presented in a graph LS3MP-SP-PSF-JHS-8 √
Make comparisons of data presented in a
graph
Draw inferences and conclusions based on
√
10 analysis of data presented in graphs and LS3MP-SP-PSF-LJHS-10
tables
Analyze and draws conclusions from statistical
11 M7SP-IVj-1 LS3MP-SP-PSF-JHS-11 √
data presented in graphs and tables
Construct pictographs, bar graphs, line
graphs, and pie/circle graphs to organize, M7SP-IVd-e-1 √
present, and analyze data from everyday √
12 life situations showing, e.g.: LS3CMP-SP-PSF- JHS-12 √
 daily egg production in poultry
 daily/weekly sales of different sari-sari
store items
13 Translate data into graphs or charts LS3MP-SP-PSF-JHS-13 √
May 2019 Page 165

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Solve routine and non-routine problems M1SP- Ivh-4.1 M2SP-Ivi-
LS3MP-SP-PSF- BL/LE/AE/JHS- √ √ √
14 using data presented in a pictograph without 4.2 √
14
and with scales
Graphs and simple experiment
Record favorable outcomes in a simple
M4SP-IVi-9 √
15 experiment (e.g., tossing a coin, spinning a LS3MP-SP-PSF-AE-15
wheel, etc.)
Express the outcome in a simple
M4SP-IVi-10 √
16 experiment in words, symbols, tables, or LS3MP-SP-PSF-AE-16
graphs
17 Explain the outcomes in an experiment M4SP-IVi-11 LS3MP-SP-PSF-AE-17 √
18 M4SP-IVj-12 LS3MP-SP-PSF-AE-18 √
involving a simple experiment
Make simple predictions of events based on √
19 M6SP-IVi-23 LS3MP-SP-PSF-AE-19
the results of experiments
Measures of central tendency and variability

M7SP-IVa-1
20 Explains the importance of Statistics LS3MP-SP-PSF-JHS-20
√
Pose problems that can be solved using
√
21 Statistics (measures of central tendency and M7SP-IVa-2 LS3MPS-SP-PSF-JHS-21
variability)
M7SP-IVa-3 √
22 Formulate simple statistical instruments LS3MP-SP-PSF-JHS-22
Illustrates the measures of central tendency
(mean, median. mode) of a statistical data M7SP-IVf-1
Calculate the measure of central tendency of
ungrouped and grouped data M7SP-IVf-g-1
Illustrate the measures of variability (range,
√
25 average deviation, variance, standard M7SP-IVh-1 LS3MP-SP-PSF-JHS-25
deviation) of statistical data
Calculate the measures of variability of
grouped and ungrouped data M7SP-IVh-i-1
May 2019 Page 166

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Uses appropriate statistical measures in
27 LS3MP-SP-PSF-JHS-27
analyzing and interpreting statistical data M7SP-IVj-1 √
Draw conclusions from graphic and tabular
28 data using measures of central tendency and √
M7SP-IVj-2 LS3MP-SP-PSF-JHS-28
variability
Experimental and Theoretical Probability
Describe the meaning of probability such as
√
―50% chance of rain and ―one in a million M6SP-IVg-19
chance of winning √
29 LS3MP-SP-PSF-AE-29 √
 the meaning of daily weather news
 the chance of winning or losing in
any local game
30 Describe experimental probability M5SP-IVi-14 LS3MP-SP-PSF-AE-30 √
Perform an experimental probability and
31 M5SP-IVi-15 LS3MP-SP-PSF-AE-31
records result by listing √
Analyze data obtained from chance using
M5SP-IVi-16 √
32 experiments involving letter cards (A–Z) LS3MP-SP-PSF-AE-32
and number cards (0–20)
Solve routine and no routine
M5SP-IVj-17 √
33 problems involving experimental and LS3MP-SP-PSF-AE-33
theoretical probability
Create routine and non-routine
M5SP-IVj-18 √
34 problems involving experimental and LS3MP-SP-PSF-AE-34
theoretical probability
Discuss and illustrates the probability of
35 LS3MP-SP-PSF-AE-35 √
simple and compound events
State and Apply the fundamental principle
36 M8GE-IVf-g-1 LS3MP-SP-PSF-JHS-36 √
of counting
M10SP-IIIC-2
37 Differentiate permutation from combination LS3MP-SP-PSF-JHS-37 √
Apply the concepts of permutation and
combination to real-life situations
May 2019 Page 167

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
39 Calculate probabilities in real-life situations LS3MP-SP-PSF-AE/JHS-39
√ √
State and Apply the laws of probability in
40 LS3MP-SP-PSF-AE/JHS-40 √ √
everyday life
Measures of position and mini-research
41 Conduct a simple survey LS3MP-SP-PSF-JHS-41 √

Distinguish between a sample and a
population
43 Determine the use of sampling LS3MP-SP-PSF-JHS-43 √
Describe and differentiates the types of
sampling techniques
Identify the appropriate sample size
45 using Slovenes Formula and other LS3MP-SP-PSF-JHS-45 √
techniques
Illustrate the following measures of
position: quartiles, deciles , and percentile M10SP-IVa-1
Calculate a specified measure of position √
47 M10SP-IVb-1 LS3MP-SP-PSF-JHS-47
(e.g., 90th percentile) of a set of data
48 Interpret measures of position LS3MP-SP-PSF-JHS-48 √

M10SP-IVc-1
Solve problems involving measures of
position M10SP-IVd-e-1
Use appropriate measures of position and
50 other statistical methods in analyzing and LS3MP/SP-PSF-JHS-50 √
M10SP-IVh-j-1
interpreting research data
May 2019 Page 168


Learning Strand 2 Scientific Literacy and Critical Thinking Skills LS2SC
ALS Level Code

Junior High School JHS Junior High School AS
May 2019 Page 169

LEARNING STRAND 3: MATHEMATICAL AND PROBLEM SOLVING SKILLS
Sample: LS3MP-NS-PSF-LE/AE/JHS-2
LEGEND SAMPLE
Learning Strand 3 Mathematical and Problem Solving
First Entry Learning Strand and Skills LS3MP
Skills
Content Standard Numeracy Skills NS
Performance Standard Performance Standard PSF
Basic Literacy/ Elementary
Uppercase Letter/s Level (Lower)/ Elementary
Level Level (Advanced)/ Junior High LE/AE/JHS
School

Numeracy Skills NS
Number and Number Sense NN
Geometry G
Measurement M
Patterns and Algebra PA
Statistics and Probability SP
May 2019 Page 170

Pasig City

Learning Strand 4
LIFE AND CAREER SKILLS
(BL to JHS)
May 2019
May 2019 Page 171

LEARNING STRAND 4: LIFE AND CAREER SKILLS
This Learning Strand addresses the improvement of the economic status of Filipinos, (and the reduction of poverty) particularly among ALS learners. It
focuses on the attitudes, skills, and knowledge (competencies) necessary for earning a living and promoting a sustainable lifestyle.
This Learning Strand covers ability to earn a living through employment/self-employment or entrepreneurship; sustainable consumption (reduction of
wasteful expenditure and wise consumption/utilization of resources); conserving resources for future generations; and productivity and using work-related
skills, knowledge, values and technology to maximize one’s efficiency and performance as a productive citizen.
Below is a schematic presentation of the conceptual framework.
Life and Career Skills
May 2019 Page 172

In addition to demonstrating mastery of skills completed under LS 4, all ALS learners, at the end of their JHS program shall complete at least one (1)
TVL track specialization leading to the acquisition of occupational skills and a National Certificate (NC). Refer to the K to 12 Curriculum Guide (CG) of the
Technical-Vocational Livelihood (TVL) track on the different areas of specializations. The purpose of the TVL track specialization is to ensure ALS learners
graduate with practical skills to ensure their immediate employability and livelihood options.
The skills needs may vary from learner to learner. Some may already have the skills and competencies, background knowledge or experience while
others may not. Hence, the acquisition of such skills follows the sequencing and spiraling of competencies, with the easiest skills to be acquired at the beginning
stage as “pre-requisite tools.” It will also allow the learner to gradually move from simple to more difficult skills and competencies.
In this strand, spiraling of competencies takes into account the interest, learning needs, experience, aspirations, resources and creativity of the learner at
each level. Therefore, there is a need for the Facilitator and Instructional Manager to assist the learners at each level and at the same time provide
challenging experiences of success in improving the chances of his/her own productivity.
Example 1 : Content Standard: Ability to earn a living (Self-employment/Entrepreneurship)
Performance Standard B : Apply working knowledge, skills and positive attitudes as a self- employed individual/entrepreneur to engage in a
business activity involving marketable goods and services to earn a living and improve one’s economic status.
Elementary Level (Advanced) : Assess one’s personal strengths/attributes/assets/limitation/interests as a potential entrepreneur : Generate new
business ideas
Junior High School : Analyze potential business ideas to identify possible viable/feasible business options as a self-employed
entrepreneur using a set of criteria. Develop and nurture personal entrepreneurial competencies
In example 1, the competency is distributed across the two levels with varying degrees of difficulty. In the Elementary Level (Advanced), learners are
introduced to assessing one’s personal strengths/attributes/assets/limitation/interests as a potential entrepreneur and learners will generate new business
ideas. As the learning progresses, it is expected that the learners acquire more concepts, knowledge and skills on self-employment/entrepreneurship. In the
Junior High School level, as the learners master the competency, they can already analyze potential business ideas to identify possible viable/feasible business
options as a self-employed entrepreneur using a set of criteria and develop and nurture individual entrepreneurial competencies .
May 2019 Page 173

Content Standard: Ability to Earn a Living (Employment)

Performance Standard A: Apply working knowledge, attitudes, and work-related skills as an employed person to earn a living and improve one’s economic
status
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Assess one’s personal strengths/attributes/
LS4LC-AE-PSA-AE/JHS-1
1 assets/limitation/interests as a potential
√ √
employee
Appreciate the importance of planning for LS4LC-AE-PSA-AE/JHS-2
2 √ √
life and career development
Demonstrate an awareness of
occupations in the local and global LS4LC-AE-PSA-AE/JHS-3
3
community and understand the √ √
interdependence of these occupations
Demonstrate an understanding of the
concept of career-related terms such as LS4LC-AE-PSA-AE/JHS-4
4
career, occupation, job and work in √ √
planning for the future
Demonstrate effective decision-making EsP-PD11/12CP-IIl- LS4LC-AE-PSA-AE/JHS-5
5 √ √
skills in life and career planning 13.3
Demonstrate knowledge of themselves:
their relationships with others, their skills,
their educational plans, their future LS4LC-AE-PSA-AE/JHS-6
6 EsP7PB-IVh-16.4 √ √
dreams, and their predictions for the
future to develop life and career plans
that include short- and long-term goals
Determine and plan one’s employment LS4LC-AE-PSA-AE/JHS-7
7 √ √
career options/pathways
Identify possible career options aligned LS4LC-AE-PSA-AE/JHS-8
8 √ √
with one’s interest/strengths/assets
Analyze job and wage employment
LS4LC-AE-PSA-AE/JHS-9
9 opportunities in the community, province, √ √
region, country and overseas
Match personal skills and interests with LS4LC-AE-PSA-AE/JHS-10
10 EsP7PB-Ivf-15.3 √ √
available jobs
11 Establish career goals EsP7PB-Ivf-15.4 LS4LC-AE-PSA-AE/JHS-11
√ √
May 2019 Page 174

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Identify competency requirements for
12 LS4LC-AE-PSA-AE/JHS-12 √ √
different career options
Determine pathways to acquire
13 competency requirements of identified LS4LC-AE-PSA-AE/JHS-13 √ √
career options
14 Develop a career pathway map LS4LC-AE-PSA-AE/JHS-14 √ √
Utilize resources for exploring
occupational alternatives
16 Track progress in achieving career goals LS4LC-AE-PSA-AE/JHS-16 √ √
Maintain a career portfolio to develop
lifelong career plans
Identify possible future trends for life
and career planning
Determine the advantages and
19 disadvantages of earning a living through LS4LC-AE-PSA-AE/JHS-19 √ √
wage employment
Identify role models among the wage
employed
Demonstrate the following work readiness
skills: LS4LC-AE-PSA-AE/JHS-21
Work Immersion
 Applying for a job √ √
i. Prepare a written job application
ii. Prepare a biodata/CV
iii. Prepare for a job interview
 Give/follow work - related instructions √ √
 Teamwork and collaboration √ √
21  Teamwork and collaboration √ √
 Taking initiative √ √
 Attendance and punctuality √ √
 Workplace problem-solving and √
thinking skills
 Dependability √ √
 Willingness to learn √ √
 Resiliency √ √
 Self-management (e.g. complete assigned
May 2019 Page 175
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
tasks, show commitment and √ √
responsibility, follow work-related rules
and regulations)
Discuss the rights and responsibilities

22
of employees and employers. This
includes: LS4LC-AE-PSA-AE/JHS-22 √ √
● Workers’ rights and responsibilities √ √
● Employers rights and responsibilities √ √
● Terms and condition of employment
√ √
and employee benefits
● Health and safety in the workplace √ √
● Harmonious and productive work
relationships (colleagues, superior,
subordinates) √ √
● Philippine labor laws, e.g.,
√ √
contractualization, minimum wage,
lawful and unlawful dismissal
● Demonstrate familiarity with the legal
rights and responsibilities of employees √ √
● Demonstrate an understanding of the √ √
role of unions and other
employer/employee associations
Appreciate the need for constant
EPP4IE-Oa-2 LS4LC-AE-PSA-AE/JHS-23
upgrading of one’s knowledge and skills √ √
to maintain one’s ability to earn a living as √ √
an employee through: √ √
● Attending training programs √ √
23 ● Learning new skills on the job
√ √
● Coaching and mentoring by
supervisors/colleagues √ √
● Reading new developments/latest
trends/innovations in one’s area of
employment
May 2019 Page 176

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
● Joining on-line forums of like-minded

professionals/employees
Demonstrate knowledge of how their

experiences and decisions have already
24 EsP7PB-IVg-16.1
influenced their lives and will affect their LS4LC-AE-PSA-AE/JHS-24 √ √
EsP7PB-IVh-16.4
lives in the future
Be aware of the influence of social and

economic conditions on future choices
May 2019 Page 177

Content Standard: Ability to Earn a Living (Self-employment/Entrepreneurship)
Performance Standard B: Apply working knowledge, skills and positive attitudes as a self- employed individual/entrepreneur to engage in a business activity
involving marketable goods and services to earn a living and improve one’s economic status
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Appreciate the skills needed to be
a successful self-employed
√ √
individual/entrepreneur EPP4IE-0a-2 √ √
● Identifying and seizing opportunities
1 EPP4IE-0a-2 LS4LC-AE-PSB-AE/JHS-1 √ √
● Calculated risk-taking
√ √
● Determination and perseverance EPP4IE-0b-3 √ √
● Discipline
√ √
● Creativity and vision
Determine the advantages and
2 LS4LC-AE-PSB-AE/JHS-2 √ √
disadvantages of being self-employed
Identify successful entrepreneurs/self-
3 employed persons in the community as LS4LC-AE-PSB-AE/JHS-3 √ √
EPP4IE-0a-3
potential role models/mentors
Demonstrate knowledge of entrepreneurial
4 EPP4IE-0a-2 LS4LC-AE-PSB-AE/JHS-4 √ √
characteristics
Develop/strengthen one’s own personal
entrepreneurial competencies and skills
(PECs)
● Assess one’s PECs (strengths, √ √
attitudes, assets, skills, limitations) as
a potential entrepreneur/self-employed
person
● Compare one’s own PECs with those √ √
of a practicing self-employed Common Competencies
5 LS4LC-AE-PSB-AE/JHS-5
individual/ entrepreneur in TLE and TVL
● Identify one’s own PECs for √ √
improvement, development and growth
√ √
● Align one’s PECs with possible
business areas/choices √ √
● Develop a plan to develop one’s PECs
√ √
to support a possible business
career/pathway
May 2019 Page 178

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
● Develop and nurture individual PECs
√ √
Generate new business ideas

● Generate business ideas from one’s √
PECs and career interests
● Generate business ideas using √
6 product innovation from trends and ABM_BES12-Ia-c-1 LS4LC-AE-PSB-AE/JHS-6
emerging needs
● Generate business ideas using other √
methods (e.g., benchmarking, SWOT
analysis, serendipity walk)
Analyze potential business ideas to
identify possible viable/feasible business
options as a self-employed entrepreneur
using a set of criteria including:
● Alignment with PECs and career interests √ √
● Usability/practicality √ √
● Access to potential customers √ √
(including size, profile and stability of ABM_BES12-Ia-c-1
market and potential for ABM_BES12-Ia-c-2
7 LS4LC-AE-PSB-AE/JHS-7
growth/expansion) ABM_BES12-Ia-c-3 √ √
● Profile of potential competitors ABM_BES12-Ia-c-4 √ √
● Resource requirements (human/skills,
financial, land, raw materials
technology) and availability √ √
● Risks involved √ √
● Results of SWOT analysis √ √
● Profitability/Financial viability
√ √
● Opportunity costs
Propose a new product/service for at LS4LC-AE-PSB-AE/JHS-8
8 √ √
least one identified feasible business idea
9 Identify what is of value to the customer LS4LC-AE-PSB-AE/JHS-9 √ √
Describe a profile of the potential customer/ CS_EP11/12ENTREP- LS4LC-AE-PSB-AE/JHS-10
10 √ √
market 0d-8
May 2019 Page 179

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Explain what makes your proposed
product unique and competitive
Apply creative and innovative techniques to
develop a sample marketable product
Employ a unique proposition (EUP) to the
product/service
Demonstrate understanding of business
14 ABM_BES12-Id-j-9 LS4LC-AE-PSB-AE/JHS-14 √ √
planning concepts
15 Plan for a business LS4LC-AE-PSB-AE/JHS -15 √ √
16 Establish a business enterprise LS4LC-AE-PSB-JHS-16 √
17 Understand market and market system LS4LC-AE-PSB-JHS-17 √
18 Prepare a production plan LS4LC-AE-PSB-JHS-18 √
19 Prepare a marketing plan LS4LC-AE-PSB-JHS-19 √
20 Prepare a distribution/sales plan LS4LC-AE-PSB-JHS-20 √
21 Prepare a business quality management plan LS4LC-AE-PSB-JHS-21 √
Appreciate the need for constant upgrading
√
of one’s PECs to maintain one’s ability to LS4LC-AE-PSB-JHS-22
earn a living as a self-employed individual/
entrepreneur through:
● Attending training programs √
● Benchmark with competitors/other
22
businesses √
● Mentor by a successful entrepreneur √
● Read re: new developments/ latest
trends/innovations in entrepreneurship √
● Join on-line forums of other √
entrepreneurs
May 2019 Page 180

Content Standard: Productivity (Employment)
Performance Standard C: Enhance one's capacity to work with efficiency in utilizing resources to produce quality outputs as an employed
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Recognize the importance of the need for
1 productivity in wage employment as modes LS4LC-AE-PSB-AE/JHS-1
√ √
for earning a living
Discuss the responsibilities of employees for
2 working efficiently to produce quality work LS4LC-PE-PSC-AE/JHS-2
√ √
outputs;
Identify opportunities and barriers to
3 LS4LC-PE-PSC-AE/JHS-3 √ √
improved productivity as an employee
4 Manage time efficiently LS4LC-PE-PSC-AE/JHS-4 √ √
5 Demonstrate appropriate workplace behavior LS4LC-PE-PSC-AE/JHS-5 √ √
Practice efficient, safe and cost-effective use
of appropriate work tools
Practice efficient utilization of supplies/ Work Immersion
materials
Demonstrate proper care and maintenance of
tools and equipment
Identify, reporting and reducing risks and
hazards
10 Keep the workplace clean and tidy LS4LC-PE-PSC-AE/JHS-10 √ √
11 Demonstrate concern for quality work LS4LC-PE-PSC-AE/JHS-11 √ √

12 Practice health and safety measures at work LS4LC-PE-PSC-AE/JHS-12 √ √
Demonstrate knowledge of first-aid

treatment for workplace injuries
14 Practice professional work ethics LS4LC-PE-PSC-AE/JHS-14 √ √
Explore opportunities for continuous

improvement and improved profitability
May 2019 Page 181

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Demonstrate understanding of the
possibilities and limitations of using
16 appropriate technology as means to make LS4LC-PE-PSC-AE/JHS-16 √ √
a living and improve productivity as an
employee
Identify traditional and indigenous
technologies in the community, province,
region used to make a living and work
productivity
Identify modern technologies
18 predominantly used to make a living and LS4LC-PE-PSC-AE/JHS-18 √ √
improve work productivity
Discuss the benefits of increased
productivity as an employed person
May 2019 Page 182

Content Standard: Productivity (Self-employment/Entrepreneurship)
Performance Standard D: Enhance one’s capability to use resources efficiency to produce quality outputs as a self-employed person
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Discuss the benefits of increased
1 productivity as a self-employed ABM_ESR12-IVm-p-4.1 LS4LC-PS-PSD-AE/JHS-1 √ √
person/entrepreneur
Create a plan of action to improve
2 LS4LC-PS-PSD-AE/JHS-2 √ √
productivity of his/her business choice:
CS_EP11/12ENTREP-
Identify opportunities and barriers to 0h-j-12
improved productivity in a business CS_EP11/12ENTREP-
0h-j-10
Identify potential customers and
maximizing customer/client satisfaction
Perform efficient utilization of supplies/
materials
Maintain quality control/improvement of
the production process
Control purchasing and storage of materials
to prevent losses
Identify risks and developing strategies to
reduce, mitigate or transfer such risks
Troubleshoot business-related problems
9 (materials, manpower, methods, machinery, LS4LC-PS-PSD-AE/JHS-9 √ √
money, service)
Manage the relationship between
improving productivity and competitiveness
Identify/select/use appropriate technology
11 to improve productivity, efficiency and LS4LC-PS-PSD-AE/JHS-11 √ √
quality
12 Sustain productivity gains LS4LC-PS-PSD- AE/JHS-12 √ √
May 2019 Page 183

Content Standard: Understanding the Market System
Performance Standard E: Demonstrate understanding of the market system of goods and services, and its opportunities and challenges for earning a living
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Describe the main features of the
1 market system LS4LC-UM-PSE-JHS-1 √
Enumerate various criteria and steps
in selecting a business idea ABM_BES12-Ia-c-1 √
● Private ownership of resources ABM_BES12-Ia-c-2 √
● Production for sale ABM_BES12-Ia-c-3 LS4LC-UM-PSE- JHS-2 √
2
● Competition among sellers and buyers ABM_BES12-Ia-c-4 √
● Profit as driving motive √
● Money as a resource for buying and
√
selling
Discuss the different factors that influence
LS4LC-UM-PSE- JHS-3
3 choice of goods and services in the √
market system
Identify the advantages and opportunities
√
in the market system
● Competition encourages efficiency √
and improved productivity LS4LC-UM-PSE-JHS-4
√
4 ● Increase demand induces development
of technologies to increase production √
● System of exchange
encourages specialization and
complementation
Discuss the disadvantages and dangers LS4LC-UM-PSE-JHS-5
√
of the market system
● Sacrifice sustainable use of resources to
5
meet the market
● Monopoly and unfair competition
● Erosion of cooperation and solidarity
Determine what can be done in the light
LS4LC-UM-PSE- JHS-6
6 of the saying: “The market is a good √
servant but a bad master.”
7 Develop a brand for a chosen product LS4LC-UM-PSE- AE/JHS-7 √ √
May 2019 Page 184

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
8 Identify the benefits of having a good brand LS4LC-UM-PSE- AE/JHS-8 √ √
Enumerate recognizable brands in the town/

9 LS4LC-UM-PSE-AE/JHS-9 √ √
province
10 Enumerate the criteria for developing a brand LS4LC-UM-PSE-AE/JHS-10 √ √
11 Generate a clear appealing product brand LS4LC-UM-PSE-AE/JHS-11 √ √

Innovate one’s product to make it unique and
a stand-out
Determine opportunities for products and
EPP5IE-Oa-1
13 services that have the income-generating LS4LC-UM-PSE-AE/JHS-13 √ √
ABM_BES12-Ia-c-2
potential at home and in the market
Explain the definition and difference between
14 EPP5IE-Oa-2 LS4LC-UM-PSE-AE/JHS-14 √ √
products and services
Determine the clientele for the most EPP5IE-Oa-3
appropriate products and services
EPP5IE-Ob-4
Determine the business opportunities at
16 CS_EP11/12ENTREP- LS4LC-UM-PSE-AE/JHS-16 √ √
home and in the market
0a-3
17 Sell a unique product EPP5IE-Ob-5 LS4LC-UM-PSE- A E / JHS-17 √ √
Relate the elasticity of demand with price

18 LS4LC-UM-PSE-JHS-18 √
of commodities and services.
Explain the interaction between demand
19 LS4LC-UM-PSE-JHS-19 √
and supply to the price and the market
Assess the potential for earning a living
CS_EP11/12ENTREP-
20 in the market system - in the LS4LC-UM-PSE-JHS-20 √
0a-3
community, province and region
Discuss the challenges and opportunities
21 LS4LC-UM-PSE- JHS-21 √
of economic activities of a country
May 2019 Page 185

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Determine specialized skills
● Weavers in the community (weaving √ √
handicraft or handloom)
● Create artworks that can be
assembled with local materials √ √
● Shoemakers
22 ● Seaweed culture LS4LC-UM-PSE-AE/JHS-22 √ √
● Traditional skills (e.g. beadworks, tattoo, √ √
pottery, etc.)
● Technology √ √
● Information Technology √ √
● E-mail √ √
● E-commerce ● Use of internet √ √
Determine products and services that are in
CS_EP11/12ENTREP- √ √
demand
0a-3
● Products
CS_EP11/12ENTREP- LS4LC-UM-PSE-AE/JHS-23 √
- Traditional medicines/folk medicine e.g.,
0d-6 √
reflexology
● Individual Services such as: √
- Reflexology √
- Nail care √
- Driving √
- Buying and Selling √
- Caregiving √
● Service business such as: √
- Bag/shoe repair √
- Laundry services √
- Vulcanizing √
- Food services (e.g. carinderia) √
- Livestock raising √
- Car washing √
√
● Arts and craft shop
√
- Crochet/stitches/embroidery
- Ceramics making
● Shop keeping
- Electronics services
May 2019 Page 186

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
ABM_PM11-Ie-i-11
24 Recognize and understand the market CS_EP11/12ENTREP- LS4LC-UM-PSE-AE/JHS-24
√ √
0d-7
Identify the business competitors within the
town
Identify the different products / services
available in the market
CS_EP11/12ENTREP-
0a-1
27 Recognize the potential customer / market
CS_EP11/12ENTREP- LS4LC-UM-PSE-AE/JHS-27 √ √
0d-8
28 Identify the profile of potential customers LS4LC-UM-PSE-AE/JHS-28
√ √
Identify the customer’s needs and wants LS4LC-UM-PSE-JHS-29
29 √
through consumer analysis
30 Conduct consumer / market analysis LS4LC-UM-PSE-JHS-30
ABM_BES12-Ia-c-2 √
May 2019 Page 187

Content Standard: Sustainable Consumption
Performance Standard F: Apply working knowledge, attitudes and life skills as a consumer to promote more sustainable living
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
AP4LKE-IIe-6
Demonstrate understanding of daily
1 AP10IPE-Ih-20 LS4LC-SC-PSF-AE/JHS-1 √ √
practices that promote sustainable living
AP10IPE-Ii-23
Satisfy human needs (balancing wants and
2 desires and available resources) while living LS4LC-SC-PSF-AE/JHS-2 √ √
within one’s means
Minimize resource use, waste and pollution
3 and reducing environmental damage as a LS4LC-SC-PSF-AE/JHS-3 √ √
consumer
4 Practice reusing and recycling LS4LC-SC-PSF-AE/JHS-4 √ √
Conserve resources for future generations in
5 relation to the production, distribution, use LS4LC-SC-PSF-AE/JHS-5 √ √
and disposal of products and services
H3CH-IIId-e-5
Make informed choices as a consumer of
6 H3CH-IIIf-g-8 LS4LC-SC-PSF-AE/JHS-6 √ √
products and services
AP9MKE-Ih-17
Make decisions as a consumer taking into
account social, economic, ecological AP9MKE-Ih-17
7 √ √
considerations e.g., avoiding children’s toys AP9MKE-Ih-16 LS4LC-SC-PSF-AE/JHS-7
made of toxic materials
H3CH-IIIf-g-7
Discuss the rights and responsibilities of
8 H3CH-IIIh-9 LS4LC-SC-PSF-AE/JHS-8 √ √
consumers
AP9MKE-Ih-18
Critically analyze information and claims
9 made in advertisements as input to decision- LS4LC-SC-PSF-AE/JHS-9 √ √
making as a consumer
Demonstrate knowledge and skills in
protecting one’s privacy as a consumer
(e.g., keeping secure passwords for bank
LS4LC-SC-PSF-AE/JHS-10 √ √
10 accounts) by using digital technologies
e.g., internet, social media as sources of
consumer information to guide purchases
of goods and services
May 2019 Page 188

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Demonstrate knowledge and skills in AP9MKE-Ih-17 LS4LC-SC-PSF-AE/JHS-11
11 √ √
financial literacy and consumer economics AP9MKE-Ih-16
Manage personal and home finances, LS4LC-SC-PSF-AE/JHS-12
AP9MAK-IIIc-7 √ √
including:
√ √
 Budget
 Wise and safe handling of money √ √
12  Generate and manage savings
√ √
 Manage financial loans and
investments √ √
 Compute personal taxes
 Make financial decisions √ √
Buy and sell goods in the market place (as LS4LC-SC-PSF-AE/JHS-13

13 √ √
a consumer and seller)
Demonstrate sufficiency and moderation in
LS4LC-SC-PSF-AE/JHS-14
14 one’s individual and family consumption √ √
practices
Balance quality and affordability when LS4LC-SC-PSF-AE/JHS-15
15 √ √
buying and selling
Explain the opportunities, benefits and risks
√ √
offered by e-commerce e.g., e-banking, e- LS4LC-SC-PSF-AE/JHS-16
16
bill payments, online purchasing, e-
marketing
May 2019 Page 189

CODE LEGEND

Learning Strand 6 Digital Literacy LS6DL
ALS Level Code
English Filipino
Basic Literacy BL Basic Literacy BL
Junior High School JHS Antas Junior High School AJHS
May 2019 Page 190

1. LEARNING STRAND 4: LIFE AND CAREER SKILLS
Sample: LS4LC-PE-PSC-AE/JHS-2.1
LEGEND SAMPLE
First Entry Learning Strand Learning Strand 4 Life and Career Skills LS4LC
Content Standard Productivity (Employment) PE
Performance Standard Performance Standard C PSC
Uppercase Letter/s Advanced Elementary
Level Junior High School AE/JHS
Arabic Number Learning Competency Identifying traditional and indigenous technologies in the 2.1
community, province, region used to make a living and
work productivity

Ability to Earn a Living (Employment) AE
Ability to Earn a Living (Self-Employment/Entrepreneurship) AS
Productivity (Employment) PE
Productivity (Self-Employment/Entrepreneurship) PS
Understanding the Market System UM
Sustainable Consumption SC
May 2019 Page 191

Pasig City

Learning Strand 5
UNDERSTANDING THE SELF AND SOCIETY
(BL to JHS)
May 2019
May 2019 Page 192

LEARNING STRAND 5: UNDERSTANDING THE SELF AND SOCIETY
This Learning Strand 5―Understanding the Self and Society is intended to help ALS learners acquire a positive sense of self and social responsibility that
will lead them to the development of their potentials and enable them to live together harmoniously in the contexts of their family, local community, and country,
as well as be able to participate as a member of the Southeast Asian region and an increasingly global community.
This means helping learners develop the capacity to think with complexity taking into account multiple cultural perspectives (Chickering & Reisser, 1993). In
an increasingly globalized world, it is important that out-of-school youth and adult learners are able to see things through the hearts, minds, and eyes of others, and
understand the impact of regional and global issues on their lives and the lives of the members of their family, community, and country. The Learning Strand
endeavors to encourage learners to continue developing knowledge, attitudes, values, and skills in order to act locally in building a just, peaceful, equitable,
compassionate, multicultural, and pluralistic society. Hence, it is important to inculcate in learners that what they do affects their sphere of influence (family and
community) and creates an impact on the nation, the region, and the world. According to Colby and Sullivan (2009), persons with a civic and moral identity and
sense of obligation to society are more likely to behave in ways that fulfill individual and social responsible goals. Thus, as members of the Association of Southeast
Asian Nations (ASEAN) and world communities, learners’ horizons for developing identity need to be national, regional, and global.
The underlying premise of the Learning Strand is presented below in a spiraling framework that indicates the constant flow of the self-development process, which
starts from the self and expands beyond intrapersonal space to the family, community, country, ASEAN region, and the world at large. The flow indicates that to
effect social and national transformation and participate as a regional and global citizen, the change process necessarily starts from personal changes that would
make the individual live and work effectively as a human person.
May 2019 Page 193

The Schematic Diagram
The Schematic Diagram projects a lifelong learner who is equipped with the following:
 21st Century Skills
 Highly developed intrapersonal skills (Positive sense of self and development of one’s potential)
 High interpersonal skills (Solidarity and ’’Pakikipagkapwa ’’)
 Able to participate actively in community involvement
 A commitment to care and protect the environment
 Knowledge of local governance and how to participate as a citizen
 Deep sense of nationalism and national identity
 Knowledge and practice of civil and political rights, and corresponding responsibilities
 Skills in resolving and managing conflict peacefully
 Awareness of the opportunities and challenges amidst increasing ASEAN regional integration, and their impact on one’s personal self-development
Development of a sense of global awareness, appreciation of diversity, and solidarity
May 2019 Page 194

In the implementation of the curriculum and preparation/selection of learning materials for Alternative Learning System (ALS) learners, it is important
that the sequencing and spiraling of the Learning Strand 5 competencies are considered in order to achieve greater learning efficiency. The competencies are
arranged following a logical sequence from easy to difficult, simple to complex, specific to general, narrow to broad, thus generally increasing in scope and
difficulty as demonstrated in the examples below:
3.1.1 State one’s goal in life clearly and when they intend to
achieve these with tangible and intangible success criteria
21st-century Skills 3.1.2 Balance tactical (short-term) and strategic (long-term) goals
5.1 Self-regulation
5.1.1 Ability to tolerate unmet wants or needs, handle
disappointments and failures, and work toward success
High intra and interpersonal skills 5.1.2 Ability to resist addictive behaviors and manage ones
response and protect against abuse by others, i.e., cyber bullying
2.8 Describe the projects that can help solve community and
national problems, e.g.:
 Clean and green campaigns
 Water management
Active Community  Reforestation
 Cleaning of esteros, rivers, lakes, and seas
 Maintenance of peace and order in the community
May 2019 Page 195

Content Standard: Intrapersonal Relationship (Positive Sense of Self) and Development of One’s Potential
Performance Standard A: Develop a positive sense of self and discovering one's potential
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
A. Self-awareness: Learning to Know Oneself
SEKPSE-00-1
SEKPSE-Ia-1.1
Identify and know one's self (name, gender,
SEKPSE Ib-1.2 ✔
1 age)
SEKPSE Ic-1.3 LS5US-ID-PSA-LE-A.1
SEKPSE IIc-1.4
Describe oneself according to:
 interests, hobbies, talents, skills (singing,
dancing, etc.)
 personal preferences (likes and dislikes)
 character traits and emotions (helpful, EN1OL-IIIa-b–1.17
EN2OL-IIa-e-1.3
courteous, obedient, diligent, sincere,
EN2OL-If-j-1.3
determined, sensitive, etc.) MT1OL-Ia-i-1.1
2  physical health (hygiene, good grooming LS5US-ID-PSA- LE –A.2 ✔
MT1OL-IIa-i-1.3
etc.) MT1GA-Ia-e-1.1
 dreams and ambitions
 feelings (fears and hopes)
 preferred learning style(s) (audio-visual,
manipulative)
 languages learned
Determine the significant events in one's
life from birth to the present age using
3 AP1NAT-Ic-6 LS5US-ID-PSA- LE-A.3 ✔
photos and objects and through other
creative ways
B. Self-worth: Knowledge of One’s Strengths and Weaknesses
EsP2PKP- Ia-b – 2
Identify one’s strengths and weaknesses LS5US-ID-PSA-LE-B.1 ✔
1 EsP3PKP- Ia – 13
Identify observable values or character traits ✔
2 S3LT-IIg-h13 LS5US-ID-PSA-LE-B.2
that are passed on from elders
May 2019 Page 196

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Discuss the factors that influence oneself
positively and negatively: family/heredity,
friends/peers, schooling experience, health,
sports, religion/faith, media, physical
3 environment/ community, technology and LS5US-ID-PSA-LE-B.3 ✔
science, military and related services,
maturity, work, gender, rehabilitation, etc.
C. Self-direction (Setting Goals)
Identify/State one’s goals in life clearly
EsP7PB-IVa-13.2
1 and when these are to be achieved, with LS5US-ID-PSA-JHS-C.1
EsP7PB-IVf-15.4
tangible and intangible success criteria ✔
Balance tactical (short-term) and
LS5US-ID-PSA-JHS-C.2 ✔
2 strategic (long-term) goals EsP9PK-IVa-13.2
3 Discuss the importance of each goal EsP7PB-IVa-13.2 LS5US-ID-PSA-JHS-C.3

✔
Analyze the factors that make the
achievement of one’s goals difficult, such
4 EsP9KP-IIIb-11.3 LS5US-ID-PSA-JHS-C.4 ✔
as the inability to manage time (no
sense of urgency or priority)
5 State practical ways to achieve one’s goal EsP7PB-IVb-13.3 LS5US-ID-PSA-JHS-C.5

✔
6 Utilize and manage work load efficiently EsP3PKP- Ib 15 LS5US-ID-PSA-LE-C.6

✔
✔
7 Show appreciation for achieving one’s goal EsP7PB-IVb-13.3 LS5US-ID-PSA-JHS-C.7
D. Self-discipline
Demonstrate knowledge and skills in
1 LS5US-ID-PSA-LE-D.1 ✔
managing oneself
2 Explain what self-discipline means LS5US-ID-PSA-LE-D.2 ✔
Cite examples of situations or occasions in
3 which self-discipline could or should be AP2PKK-IVf-5 LS5US-ID-PSA-LE-D.3 ✔
practiced
May 2019 Page 197

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
4 Practice self-discipline AP2PKK-IVf-5 LS5US-ID-PSA-LE-D.4 ✔
E . Managing emotions and impulses

Show ways of managing/controlling
negative feeling impulses by:
 Self-regulation
 Ability to tolerate unmet wants or
EsP8P-IIe-7.1
needs, handle disappointments and ✔
1 EsP9KP-IIIb-11.3 LS5US-ID-PSA-JHS-E.1
failures, and work toward success
 Ability to resist addictive behaviors and
manage one’s response, and protect
against abuse by others e.g., cyber
bullying
Express one’s emotions positively even
2 H2FH-IIIgh-14 LS5US-ID-PSA-LE-E.2 ✔
when teased by others
3 Manage negative feelings H2FH-IIIij-15 LS5US-ID-PSA-LE-E.3 ✔
4 Identify negative feelings/impulses H7PH-IIIa-b-31 LS5US-ID-PSA-JHS-E.4 ✔

Show ways of managing/controlling negative
feelings/ impulses by:
 engaging in physical activities ✔ ✔ ✔
LS5US-ID-PSA-LE/AE/JHS-E.5
5  doing household work ✔ ✔ ✔
 doing meditative and breathing exercises ✔
 performing exercises that release tension
such as writing down one's feelings,
crying, shouting, etc.
Demonstrate ways and means of ✔
6 H7PH-IIId-e-36 LS5US-ID-PSA-JHS-E.6
reducing stress
7 Enumerate causes of stress H7PH-IIIc-32 LS5US-ID-PSA-JHS-E.7 ✔
Discuss ways and means of reducing
stress, e.g.: H7PH-IIId-e-36 LS5US-ID-PSA-JHS-E.8 ✔
8 • sharing one’s problems with others PEH12FH-If-5
• learning to relax
May 2019 Page 198

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
• seeking the comfort of one’s family and
friends
• seeking a doctor’s help
• being realistic in one’s goals and tasks
Practice ways and means of reducing
9 H7PH-IIId-e-36 LS5US-ID-PSA-JHS-E.9 ✔
one’s stress
F. Sense of Responsibility and Accountability
Define sense of responsibility and EsP10MK-IIb-5.3
1 accountability LS5US-ID-PSA-JHS-F.1 ✔
EsP10MK-IIc-6.1
Identify the corresponding accountability
2 for every responsibility EsP10MK-IIa-5.2 LS5US-ID-PSA-JHS-F.2 ✔
Analyze the importance of a sense

3 EsP10MK-IIb-5.4 LS5US-ID-PSA-JHS-F.3
of responsibility and accountability ✔
Demonstrate a sense of responsibility by:
 being punctual
 completing work started in spite of
personal discomforts and inconveniences
 following traffic rules even in the
absence of police/traffic officers
4
 observing other community EsP7PS-IId-6.4 LS5US-ID-PSA-JHS-F.4 ✔
regulations,ordinances, and national laws
such as paying taxes honestly and
promptly
 assuming a responsibility without being
told or asked
Caring for the environment by practicing the
5 EsP4PPP- IIIg-i–22 LS5US-ID-PSA-AE-F.5 ✔
4Rs (Reduce, Reuse, Recycle, Replace)
G. Personal Conviction (Paninindigan)

Strengthen one’s personal conviction F7EP-IIc-d-6
1 by taking a stand on social issues LS5US-ID-PSA-JHS-G.1 ✔
F9WG-IId-49
May 2019 Page 199

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Declare one’s stand on social issues such as:
• drug pushing and drug trafficking
• legalizing gambling (lotto, casino, ✔
jueteng) ✔
• death penalty ✔
• money laundering F9PS-IId-49 LS5US-ID-PSA-JHS-G.2 ✔
2 • charter/constitution change
✔
• bribing a policeman/traffic officer to
✔
avoid a traffic violation ticket
• lifting the ban on logging (selective or ✔
total) ✔
• divorce, abortion, pre- and extra-marital
relations, live-in arrangement
Explain the reasons for one’s position on F7EP-IIc-d-6
3 LS5US-ID-PSA-JHS-G.3 ✔
an issue F9WG-IId-49
Decide when to take a stand and when to
4 compromise EN7VC-IV-g-16 ✔
LS5US-ID-PSA-JHS-G.4
• Principles that must be compromised F9PS-IId-49
Explain the factors to consider when
5 LS5US-ID-PSA-JHS-G.5 ✔
making a stand on certain social issues
H. Personal Change
Plan for personal change to develop EN9VC-IVi-14
1 LS5US-ID-PSA-JHS-H.1 ✔
one’s potential EN10VC-IId-26
2 Explain what is meant by the term―potential LS5US-ID-PSA-JHS-H.2 ✔
3 Identify one’s potentials (strengths) EsP7PB-IVg-16.2 LS5US-ID-PSA-JHS-H.3 ✔
Discuss the importance of developing
4 EsP7PB-IVa-13.1 LS5US-ID-PSA-JHS-H.4 ✔
one’s potential
Specify the aspects of one’s life that need
5 EsP9PK-IVa-13.1 LS5US-ID-PSA-JHS-H.5 ✔
to be changed to develop one’s potential
List all resources, including personal
6 resources, that can help one bring about the EsP7PB-IVb-13.3 LS5US-ID-PSA-JHS-H.6 ✔
changes planned
May 2019 Page 200

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Describe what needs to be done in order to
make personal changes and develop one’s
potential
• Set goals ✔
7 LS5US-ID-PSA-JHS-H.7
• Develop self-discipline EsP9PK-IVa-13.1
• Manage emotions
• Develop a sense of responsibility
• Have a personal conviction
Develop one’s potential by
• being open to the suggestions of others
• showing willingness to effect change
• adopting new learning strategies and
8 LS5US-ID-PSA-JHS-H.8 ✔
innovation EsP7PB-IVf-15.4
• crafting a self-development program
• checking oneself periodically to make sure
that the planned changes are achieved
May 2019 Page 201

Content Standard: Interpersonal Relationships (Family Solidarity and Pakikipagkapwa)
Performance Standard B: Develop interpersonal skills that will contribute to harmonious relationships between and among one’s family and community
members
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
A. Smooth Interpersonal Relationships
Demonstrate smooth interpersonal
relationships between and among family
members by:
 caring for each other
1  being compassionate AP1PAMIIa-4 LS5US-IF-PSB-BL-A.1 ✔
 accepting each other
 being honest
 being flexible
 having patience
Identify / Describe the roles each member of
the family performs to benefit the family:
 takes over one’s household assignments
in case of one’s inability to perform
one’s duties/ task
 gives assistance in solving personal LS5US-IF-PSB-BL/LE-A.2 ✔ ✔
problems AP2KOM-Ic-4
2  makes one feel loved and needed
 attends to one’s physical needs Ap1PAM-IIa-3
 inspire one to participate in family
activities
 understands and support one’s desire
to improved the family’s living conditions
 allows others to express their ideas
openly
Explain the importance of each role a
3 AP1PAM-IIa-4
family member performs for the family LS5US-IF-PSB- BL-A.3 ✔
Plan how to perform one’s role as a member
4 AP1PAM-IIb-5 LS5US-IF-PSB-BL-A.4 ✔
of the family to contribute to its progress
Recognizes one’s ―family tree and its ✔
5 AP1PAM-IIc-7 LS5US-IF-PSB-BL-A.5
use in tracing one's lineage
May 2019 Page 202

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Describe the origin of one’s family in ✔
6 AP1PAM-IIc-8 LS5US-IF-PSB-BL-A.6
creative ways
Express in creative ways stories about ✔
7 AP1PAM-IId-11 LS5US-IF-PSB-BL-A.7
one’s family
Compare stories about one’s own
8 AP1PAM-IId-12 LS5US-IF-PSB-BL-A.8 ✔
and other’s learners family
Describe one’s standards for valuing
9 one’s family and justify the rationale for AP1PAM-IIg-20 LS5US-IF-PSB-BL-A.9 ✔
upholding these
Manage the effects of urbanization, cultural
change, changing economic conditions, and
science and technology on the roles and
relationships of family members
• Family mobility
• Solo parenting/single parenthood
10 • Temporary separation of husband and
wife due to overseas employment LS5US-IF-PSB- LE/AE/JHS-A.10 ✔ ✔
✔
• Increasing status of women at home, in
workplace, in politics
• Decreasing face-to-face communication
among family members on account of
media technology
Explain the salient provisions in the Family
Code:
 Relationship between parents and LS5US-IF-PSB-JHS-A.11
children, parental authority
 Marriage requirements, dissolution of
11 conjugal partnership/ annulment, ✔
legal separation, and rights and
obligations between husband and wife
 Property relations between husband
and wife
May 2019 Page 203

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Discuss situations/cases in the family that
require participatory decision making and
planning such as: ✔
• Number of children
12 • Schooling of children EsP6PKP-Ia-I - 37 LS5US-IF-PSB- AE-A.12
• Course to take (four year course/
vocational course)
• Overseas employment of family members
• House rules
Smooth Interpersonal Relationships
B
between and Among Community Members
Demonstrate smooth interpersonal
1 relationships between and among AP2KOM-la-1 LS5US-IF-PSB-LE-B.1 ✔
community members
2 Define/ Describe community in simple terms AP2KOM-la-1 LS5US-IF-PSB-LE-B.2 ✔
3 Give examples of a community AP2KOM-la-1 LS5US-IF-PSB-LE-B.3 ✔
4 Explain the value of a community AP2KOM-lb-2 LS5US-IF-PSB-LE-B.4 ✔
Identify what makes up a community:

 People: people living in the community,
family
5 AP2KOM-lb-3 LS5US-IF-PSB-LE-B.5 ✔
 Institutions: schools, local government
units, health centers, markets, churches,
and mosques or other places of worship
Enumerate basic information about one’s
own community: name of community,
6 AP2KOM-ld-6 LS5US-IF-PSB-LE-B.6 ✔
location, leaders, population, dominant
languages, etc.
Describe the roles and/or functions people
play in the community (i.e., barangay AP1PAA-IIIb-4
7 chairman, teacher, police, health workers LS5US-IF-PSB-BL-B.7 ✔
etc.)
May 2019 Page 204

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Explain the importance of the community
8 AP1PAA-IIIc-5 LS5US-IF-PSB-BL-B.8 ✔
in one’s own life
Justify the rationale for abiding by the
9 AP1PAA-IIIe-10 LS5US-IF-PSB-BL-B.9 ✔
community's regulations
Enumerate the consequences of abiding
10 and not abiding by the community's AP1PAA-IIIf-11 LS5US-IF-PSB-BL-B.10 ✔
regulations
Enumerate the activities and tasks that
11 show how one values the community (i.e., AP1PAA-IIIh-13 LS5US-IF-PSB-BL-B.11 ✔
barangay clean-up)
Show respect for others through tolerance,
12 acceptance of others, and appreciation of EsP8PB-If-3.3 LS5US-IF-PSB-JHS-B.12 ✔
differences in ideas, feelings, and beliefs
Identify ways on how to guide and lead
13 AP2PSK-IIIe-f-5 LS5US-IF-PSB-LE-B.13 ✔
others
Use interpersonal and problem-solving
14 skills to influence and guide others toward AP2PSK - IIIg - 6 LS5US-IF-PSB-LE-B.14 ✔
a goal
Leverage strengths of others to accomplish a ✔
15 common goal EsP5PPP – IIIb – 25 LS5US-IF-PSB-AE-B.15
Inspire others to reach their very best via

16 example and selflessness EsP6PPP -IIIc- d - 35 LS5US-IF-PSB-AE-B.16 ✔
Demonstrate integrity and ethical

17 behavior in using influence and power EsP6PPP -IIIh - 39 LS5US-IF-PSB-AE-B.17 ✔
Build harmonious relationships with others

18 by observing the Golden Rule, ―Do unto LS5US-IF-PSB-AE –B.18 ✔
others as you would have them do unto you
Demonstrate respect and love for the
19 EsP8PB- IIId-10.4 LS5US-IF-PSB-JHS –B.19 ✔
elderly and for others
Listen to the opinions of elders and of
20 EsP1PD - IVa - c -1 LS5US-IF-PSB-BL-B.20 ✔
other people
May 2019 Page 205

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Show interest in the thoughts and
21 actions of elders and of other people EsP5PPP - IIIf - 29 LS5US-IF-PSB-AE-B.21 ✔
through listening and asking questions
Ask assistance and help from elders and
22 EsP3PPP- IIIa-b - 14 LS5US-IF-PSB-LE-B.22 ✔
from others when needed
Observe the community's customs and
23 traditions (i.e., kneel, stand, bow, and AP3PKR-IIIb-c-3 LS5US-IF-PSB- LE-B.23 ✔
sing when in places of worship)
Describe the projects that can help solve
community and national problems, e.g.,
• Clean and Green campaigns
• Waste management
• Reforestation
EsP2PPP -IIIf - 11
• Cleaning of bodies of water such as
EsP2PPP -IIIg-h -12 LS5US-IF-PSB-LE-B.24
esteros, rivers, lakes, seas; livelihood ✔
24
projects
• Food production activities
• Maintenance of peace and order in the
community
• Campaign for clean, honest, and
peaceful elections
Discuss ways of implementing projects in
collaboration with others in the community
25 or LS5US-IF-PSB-LE-B.25 ✔
AP2PSK -IIIh - 7
with government organizations (GOs) or
non-government organizations (NGOs)
Participate in any of the activities or EsP2PPP -IIIf - 11
26 LS5US-IF-PSB-LE-B.26 ✔
projects listed in No. 24 EsP2PPP -IIIg-h -12
May 2019 Page 206

Content Standard: National Identity
Performance Standard C: Develop love of country with focus on appreciation of one’s cultural heritage and respect for cultural diversities

BASIC HIGH
No. Learning Competency LITERACY LE AE SCHOOL
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
A. Take pride in being a Filipino

Cite traits, values and traditions common to
Filipinos such as:
 Close family ties
 Family reunion especially during
Christmas, weddings, death of loved ones,
etc.
 Celebration of fiesta, Santacruzan, All
Souls’ Day, etc.
 Betrothal (pamanhikan) EsP5PPP-IIIa-23 LS5US-NI-PSC-AE-A.1 ✔
 Giving of donations to a bereaved family
(pag-aabuloy)
1
 Ability to get along with others
(pakikisama) to avoid conflict
 Show of sympathy (pagdamay), especially
during occasions of death, calamity, and
other misfortunes in the family/community
 Use of ―go-between‖ (padrino system) to
be able to achieve one’s end or to resolve
conflicts
 Letting fate decide the outcome (―bahala
na attitude)
 Amor propio or self-love
Explain long-held beliefs and traditions and ✔
2 AP5PLP-Ig-8 LS5US-NI-PSC-AE-A.2
their influence on daily life
Analyze the role culture plays in forming ✔
3 AP4LKE-IIg-8 LS5US-NI-PSC-AE-A.3
one’s identity as a Filipino
B. Filipino Traits and Practices, Values and Traditions
Identify the different traits and practices that
1 EN7LT-IV-g-2.3 LS5US-NI-PSC-JHS-B.1 ✔
need to be dropped or improved
May 2019 Page 207

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
Draw similarities and differences of the
2 featured selections in relation to the theme, EN7LT-IV-g-2.3 LS5US-NI-PSC-JHS-B.2 ✔
culture, history, environment or other factors
Give the reasons for the need to drop or EsP7PB-IIIe-11.2
3 LS5US-NI-PSC-JHS-B.3 ✔
improve these traits and practices
Avoid doing something unbecoming whether
4 EsP7PS-IIb-5.4 LS5US-NI-PSC-JHS-B.4 ✔
alone or in company
Practice/demonstrate kagandahang-loob or
desirable Filipino traits, values, and
traditions,
such as the following:
 Cooperative spirit, which motivates people
to work together without expecting any
remuneration (bayanihan/damayan,
malasakit)
 Hospitality (pagmamagandang-loob)
 Cheerfulness even in the face of
adversities (pagkamasayahin)
 Debt of gratitude (utang na loob) ✔
5 EsP5PPP – IIIa – 23 LS5US-NI-PSC- AE –B.5
 Kissing the hands of elders (pagmano) and
use of (po and opo) to show respect
 Show tactfulness when communicating
with others
 Use common expressions and polite
greetings
 Close family ties (pagkabuklod-buklod ng
pamilya)
 Respect and care for the elderly
(paggalang)
 Religiosity (pagkamakarelihiyon/matapat
sa relihiyon)
Practice in everyday life an abiding faith in
6 EsP3PD-IVa– 7 LS5US-NI-PSC-LE-B.6 ✔
God or a Supreme Being
Identify the different religious beliefs or
7 AP4LKE-IIe-f-7 LS5US-NI-PSC-AE-B.7 ✔
faiths in the community and nation
May 2019 Page 208

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
Explain the basic teachings of the diverse
8 religions and common religious beliefs of LS5US-NI-PSC-AE-B.8
✔
Filipinos
Show respect for other people’s religions to
9 EsP3PD- IVb–8 LS5US-NI-PSC-LE-B.9 ✔
achieve harmonious relationship and unity
C. Take pride in one’s culture
Enumerate the different cultures in one’s
1 LS5US-NI-PSC-LE-C.1 ✔
community
Describe the cultural identity of one’s town
2 AP3PKR-IIIb-c-3 LS5US-NI-PSC-LE–C.2 ✔
or locality
3 Describe the cultural identity of one’s country AP3PKR-IIIb-c-3 LS5US-NI-PSC-LE–C.3 ✔
Identify the cultural groups of people in

4 AP3PKR-IIIb-c-3 LS5US-NI-PSC-LE–C.4 ✔
one’s barangay, town, or country
Provide examples of words from the
language groups found in one’s barangay,
5 AP3PKR-IIIb-c-3 LS5US-NI-PSC-LE-C.5
town, or ✔
country
Describe the customs, beliefs, and traditions
6 AP3PKR-IIIb-c-3 LS5US-NI-PSC-LE-C.6 ✔
in one’s barangay and country
Analyze the characteristics of various cultures
7 AP4LKE-IIe-f-7 LS5US-NI-PSC-AE-C.7 ✔
in the community and the region
Draw up plans on how to introduce the
8 culture of the different regions in creative AP4LKE-IIi-11 LS5US-NI-PSC-AE-C.8
✔
ways
Demonstrate appreciation for the diverse
9 Filipino cultural groups in the country as a AP3PKR-IIIf-7 LS5US-NI-PSC-LE-C.9 ✔
whole
D. Take pride in the Filipino languages
Explain the importance of having and using
1 a national language despite the diversity LS5US-NI-PSC-LE/AE-D.1 ✔ ✔
of native dialects/languages of the Filipinos
May 2019 Page 209

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
Show appreciation and respect For the
2 LS5US-NI-PSC-LE/AE-D.2
Philippine flag and national anthem ✔ ✔
Discuss the meaning of the national anthem
3 AP4LKE-IIh-10 LS5US-NI-PSC-AE-D.3 ✔
and flag as national symbols
Explain the significance of the features and
4 LS5US-NI-PSC-AE-D.4 ✔
colors of the Filipino flag
Recognize the Filipinos behind the national
anthem and the Philippine flag
• Lyric writers (Spanish, English, Filipino)
5 • Composer of the melody AP4LKE-IIh-10 LS5US-NI-PSC-AE-D.5 ✔
• People behind the making of the
Philippine flag
Demonstrate proper ways of showing
6 LS5US-NI-PSC-AE-D.6 ✔
respect for the flag and the national anthem
Show appreciation for the diverse Filipino
7 AP4LKE-IIi-11 LS5US-NI-PSC-AE-D.7
cultural groups ✔
Show the connection between geography,
8 culture, and economic activity in forming AP4LKE-IIg-9 LS5US-NI-PSC-AE-D.8 ✔
national identity
Identify the diverse ethnolinguistic and
cultural groups that make up the Filipino
people/nation, e.g.,Tagalogs, Cebuanos,
9 AP4LKE-IIe-f-7 LS5US-NI-PSC-AE-D.9 ✔
Ilocanos,Tausugs,Pampangos, Ilongos,
Warays,Bicolanos, Pangasinenses, Maranaos,
etc.
Describe the various indigenous peoples in
the country, e.g., Mamanuas, Igorots,
10 AP4LKE-IIe-f-7 LS5US-NI-PSC-AE-D.10 ✔
Mangyans, Yakans, Aetas, Itnegs, Tingians,
etc.
Describe the cultural practices unique to
these ethnolinguistic and cultural groups and
11 those which are common among them, such AP4LKE-IIe-f-7 LS5US-NI-PSC-AE-D.11 ✔
as:
 Ulog system of the Igorots
May 2019 Page 210

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
 Fertility dancing in Obando, Bulacan
 Food offering for the dead in some
provinces
 Cañao practice of the Igorots
Show tolerance, respect and appreciation for
12 the cultures of these different ethnolinguistic
and cultural groups.
 Indigenous samples of festivals, songs/
music/instruments, folktales, games/sports
and costumes
- Festivals
 Sinulog of Cebu
 Ati-atihan of Aklan
 Masskara festival of Bacolod
 Moriones of Marinduque
 Kulintang of the Muslims Nose flute of
Mountain Province
- Folktales
• Biag-ni-Lam-ang of the Ilokanos
• Muslims’ Malakas at Maganda LS5US-NI-PSC-AE-D.12 ✔
• Indarapatra at Sulayman of the Tagalogs
• Daragang Magayon of the Bicolanos
- Games and Sports
• Sipa
• Patintero
• Luksong tinik
- Costumes
 Loincloth of the Igorots
 Colorful costumes of the Yakans,Manobos,
Maranaos, etc.
- Indigenous peoples’ belief
systems and world views, e.g., on
• Ancestral lands
• Relationship to the environment
• Traditional medicine/health
May 2019 Page 211

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
• Indigenous technologies
- Indigenous peoples’ institutions,
e.g.:
• Role of elders
• Indigenous learning and education
Express through different art forms pride in
✔
13 the customs, beliefs, and traditions of EsP4PPP- IIIc-d–20 LS5US-NI-PSC-AE-D.13
different barangays
Participate in the performance of indigenous
14 LS5US-NI-PSC-AE-D.14
songs/music, games/sports and festivals ✔
Explain how to interpret a map and apply
15 AP3LAR-Ie-7 LS5US-NI-PSC-LE-D.15
the principles of geography ✔
Locate countries and cities and describe their
16 AP4AAB-Ig-h-10 LS5US-NI-PSC-AE-D.16 ✔
tourist attractions
Identify the Philippine national regions and
17 AP3LAR-Ie-7 LS5US-NI-PSC-LE-D.17 ✔
their provinces
E. Take pride in Filipino Heritage
Demonstrate appreciation for the country’s

1 EN7LT-IV-h-3 LS5US-NI-PSC-JHS-E.1 ✔
significant historical events
Review selected important events in the
history of the country, e.g., Independence
Day, EDSA Revolution, National Heroes’ Day,
2 AP6PMK-Id-6 LS5US-NI-PSC-AE-E.2
Rizal’s birthday, Pact of Biak-na-Bato, Fall of ✔
Bataan, GOMBURZA Day, the Battle of Tirad
Pass
Explain how historical-events selection may
3 be influenced by culture, history, AP5PKB-IVi-7 LS5US-NI-PSC-AE-E.3
✔
environment or other factors
Explain the effects of the first few
4 revolutions led by patriotic Filipinos to the AP6KDP-IIh-9 LS5US-NI-PSC-AE-E.4
✔
freedom our people enjoy today
Give one’s opinion on the effects of
5 AP6SHK-IIId-3 LS5US-NI-PSC-AE-E.5 ✔
colonization on the Filipino people
May 2019 Page 212

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
Understand the importance of exercising
6 sovereignty in maintaining a country's AP6SHK-IIId-3 LS5US-NI-PSC-AE-E.6
✔
Freedom
7 Conclude that a free nation has sovereignty AP6SHK-IIId-3 LS5US-NI-PSC-AE-E.7 ✔
Explain the significance of internal and

8 LS5US-NI-PSC-AE-E.8 ✔
external sovereignty in a country AP6SHK-IIId-3
Value the freedoms being enjoyed by a
9 AP6SHK-IIId-3 LS5US-NI-PSC-AE-E.9 ✔
free country
Give reasons why people defend their
10 freedom and protect their national borders AP6SHK-IIIe-4 LS5US-NI-PSC-AE-E.10 ✔
and territories
Analyze lessons learned from history,
which can be applied to present situations
11 AP6SHK-IIIg-6 LS5US-NI-PSC-AE-E.11 ✔
to be able to contribute to community and
national progress and development
Develop love of country by emulating the
12 AP3KLR-IIh-i-7 LS5US-NI-PSC-LE-E.12 ✔
lives and deeds of Filipino heroes
Identify Filipinos, local or national, whether
living or dead, who have excelled in or
made significant contributions in their fields
of expertise/specialization (e.g., sports,
arts, music, medicine, science, agriculture,
etc.)
 Francisco Balagtas (poetry)
 José Rizal (medicine)
AP3KLR-IIh-i-7
13  Lea Salonga, Julian Felipe, Jose Palma, LS5US-NI-PSC-LE/AE –E.13 ✔ ✔
AP6PMK-Ih-11
and Cecile Licad (music and the arts)
 Efren Bata Reyes Jr. (Sports—billiards)
 Mansueto Onyok Velasco, and Manny
Paquiao (Sports—boxing)
 Rafael Nepomuceno and Bong Coo
(Sports-bowling)
 Fernando Amorsolo (painting)
 Julian Felipe (music)
May 2019 Page 213

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
 Jose Palma (music)
 Guillermo Tolentino and Napoleon Abueva
(sculpture)
Identify everyday Filipino heroes who have
demonstrated admirable behavior
 Your parents
 Overseas Filipino Workers
 People who made self-sacrificing or
heroic acts, e.g.:
- Emilio Advincula (a taxi driver who
returned money left by a passenger
AP4KPB-IVh-6
14 in his vehicle) LS5US-NI-PSC-LE/AE-E.14
AP3KLR-IIh-i-7 ✔ ✔
- Rona Mahilum (a girl who saved the
lives of two siblings from their
burning house)
- Maria Roselle Ambubuyog (a blind
girl who rose above personal
handicap to achieve
- scholastic excellence—Summa Cum
Laude, BS Math)
Show respect and appreciation for
local, national, and everyday heroes
• Recall names and origins of heroes
• Celebrate their birthdays
through program/parades
15 AP2KNN-IId-5
• Review important contributions of LS5US-NI-PSC-LE-E.15 ✔
each hero that impact community
and national welfare and progress
• Visit/lay wreaths on their monuments
• Read stories/articles on their lives
May 2019 Page 214

Content Standard: Knowledge, Acceptance, Respect and Appreciation of Diversity
Performance Standard D: Demonstrate tolerance, appreciation and respect for cultural diversity
BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
Describe the way of life or culture observed

in one’s community
 Language(s) spoken
 Religion and religious practices
 Beliefs observed
 Traditions followed
- Types of houses built
- Songs and dances performed ✔
1 - Folk arts and crafts engaged in AP7KSA-IIg-1.10 LS5US-KA-PSD-JHS-1
- Games and sports played
- Kinds of food eaten and how these are
prepared
- Occupations or livelihood activities
undertaken
- Types of businesses engaged in
- Types of leaders observed
- Gender biases, if any
Cite similarities or differences in people’s

2 ways of life or culture in one’s LS5US-KA-PSD-LE-2 ✔
community with regard to the above list
Summarize the ways in which all people

are the same with regard to basic human ✔
3 needs and how they differ—in their diverse LS5US-KA-PSD-AE-3
cultures and on account of gender—in
meeting those needs
Analyze the development and progress

4 AP7KSA-IIa-1.1 LS5US-KA-PSD-JHS-4 ✔
of cities and the state
Define the concepts of tradition,

5 AP7KSA-Iie-1.6 LS5US-KA-PSD-JHS-5 ✔
philosophy, and religion
May 2019 Page 215

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
Identify similarities and differences in
one’s way of life or culture in one’s
6 LS5US-KA-PSD-JHS-6
community with that of neighboring Asian ✔
countries
7 Demonstrate recognition of gender equality EsP9PL-Ih-4.4 LS5US-KA-PSD-JHS-7 ✔
Make a plan on how to introduce and
8 be proud of the cultures of different LS5US-KA-PSD-AE-8 ✔
regions in creative ways
Analyze the connection of human resources
in Asia toward improving the current
economy and society based on:
• Human population
• Age
• Life expectancy ✔
9 • Gender AP4LKE-Iii-11 LS5US-KA-PSD-AE-9
• Population growth
• Occupation
• Employment rate
• Net income per person
• Functional literacy rate
• Migration
Illustrate the ethnic composition of Asian
10 AP7HAS-Ii-1.9 LS5US-KA-PSD-JHS-10
regions ✔
Identify characteristics of arts and crafts
in specific countries in:
*Southeast Asia: Indonesia (batik, Wayang
puppetry); Malaysia (modern batik, wau, and
AP7HAS-Ij-1.10 LS5US-KA-PSD-JHS-11 ✔
objects made from pewter); Thailand (silk
11 fabrics and Loi Kratong Lantern Festival);
Cambodia (Angkor Wat and ancient
temples); Singapore (Merlion)
*East Asia: China (Chinese painting and
calligraphy); Japan (origami, woodblock
printing, theater masks, face painting,
May 2019 Page 216

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
and anime and manga); and Korea
(theater masks, drums, and K-pop)
*South, West, and Central Asia: India
(rangoli, katak, mendhi, diwali); Saudi Arabia
(carpet design); Pakistan (truck art); and
Tibet (mandala), etc.
Analyze elements and principles of art in the A8EL-Ib-1
12 production of arts and crafts inspired by the A8EL-IIb-1 LS5US-KA-PSD-JHS-12
✔
cultures of the different Asian regions A8EL-IIIb-1
Identify selected festivals and theatrical ✔
13 A8EL-IVa-1 LS5US-KA-PSD-JHS-13
forms celebrated all over Asian Region
Identify the elements and principles of arts
14 as manifested in Asian festivals and A8PL-IVc-1 LS5US-KA-PSD-JHS-14 ✔
theatrical forms
Analyze musical elements of selected songs MU8SE-Ib-h-4
15 and instrumental pieces heard and MU8SE-IIc-h-4 LS5US-KA-PSD-JHS-15 ✔
performed in the different Asian regions MU8WS-IIIc- h-4
Identify musical characteristics of selected
16 Asian musical theater through video films or MU8TH-IVa-g- 1 LS5US-KA-PSD=JHS-16 ✔
live performances
Analyze art elements and principles in
17 the production of work following a specific A9EL-IIb-1 LS5US-KA-PSD-JHS-17 ✔
art style
Identify distinct characteristics of arts during A9EL-IIb-1
18 LS5US-KA-PSD-JHS-18 ✔
the Neoclassic and Romantic periods A9EL-IIIa-2
Analyze art elements and principles in the
production of work following a specific art
19 A9EL-IIIb-1 LS5US-KA-PSD-JHS-19 ✔
style from the Neoclassic and Romantic
periods
Identify the elements and principles of arts
20 as manifested in Western Classical plays and A9EL-IVc-3 LS5US-KA-PSD-JHS-20 ✔
opera
Use artworks to derive the traditions/history
21 A9PL-Ih-3 LS5US-KA-PSD-JHS-21 ✔
of an art period
May 2019 Page 217

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
Use artworks to derive the
22 A10PL-IIIh-3 LS5US-KA-PSD-JHS-22 ✔
traditions/history of a community
Show the influences of the Western Classical
23 A9PR-1f-5 LS5US-KA-PSD-JHS-23 ✔
art traditions to Philippine art form
Determine the use, role, or function of

A9PL-IIIh-2
24 artworks by evaluating their utilization and LS5US-KA-PSD-JHS-24 ✔
A10PL-IIIh-2
combination of art elements and principles
Compare the characteristics of artworks
25 A10PL-Ih-4 LS5US-KA-PSD-JHS-25 ✔
produced in the various art movements
Explain the distinguishing characteristic of the
performance practice (setting, composition,
MU9MRB-Ia-h-1
26 role of composers/ performers, and audience) ✔
MU9CL-IIa-f-3 LS5US-KA-PSD-JHS-26
during Medieval Renaissance and Baroque
periods
Relate and appreciate 20th-century music
27 MU10TC-Ia-g-3 LS5US-KA-PSD-JHS-27 ✔
to its historical and cultural background
Listen perceptively to selected vocal and MU9MRB-Ia-h-1

28 instrumental music of Medieval, Renaissance, MU9CL-Iib-g-4 LS5US-KA-PSD-JHS-28 ✔
Baroque, Classical, and Romantic music MU9RO-IIIb-h-4
Explain the distinguishing characteristic
MU9RO-IIIb-h-3 LS5US-KA-PSD-JHS-29
the performance practice (setting,
29 composition, role of composers/performers, ✔
and audience) of Romantic music
Describe Afro- Latin, American, and
30 popular music MU10AP-Iia-g-2 LS5US-KA-PSD-JHS-30 ✔
Listen perceptively to Afro- Latin,

31 American, and popular music and excerpts MU10AP-IIa-h-3 LS5US-KA-PSD-JHS-31 ✔
of major contemporary works
Analyze musical characteristics of Afro-Latin MU10CM-IIIa- h-
American and popular music 1MU10AP-IIa-h-5
May 2019 Page 218

Content Standard: Knowledge, Acceptance, Respect and Appreciation of Diversity
Performance Standard E: Demonstrate tolerance, appreciation and respect for Unity in Diversity in the context of one’s family, group, community, country and
the world
BASIC HIGH
K to 12 ALS (K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
1 Recognize one's skills, talents, and abilities AP4KPB-IVf-g.5 LS5US-KA-PSE-AE-1 ✔
2 Compare one’s skills with those of others LS5US-KA-PSE-LE-2 ✔

Show tolerance and respect for others
3 ✔
despite diversity of cultures and beliefs LS5US-KA-PSE-LE-3
Identify what makes up a community:
Institutions—schools, local government
4 units, central markets, health centers, AP2KOM-Ib-3 LS5US-KA-PSE-LE-4 ✔
markets, churches and mosques, and other
centers of worship
Identify the effects of cultural diversity
5 on oneself and one’s group, family, LS5US-KA-PSE-JHS-5 ✔
community, country, and the world
Cite situations in which groups of people
with different ways of life or culture live
together
6  work harmoniously in the same group, LS5US-KA-PSE-JHS-6 ✔
community, or country
 work in the same group, community, or
country but not harmoniously
Express the importance of the contributions
7 of ancient civilizations to the development of AP8DKT-IIf-8 LS5US-KA-PSE-JHS-7 ✔
global awareness
Explain the concept of unity in diversity (that
human beings have the same needs that are
met in different ways in different
cultures despite of gender, that people can
Evaluate
appreciate theorimpact or effects
at least of lack
respect tolerate
or of unity
in diversity
their on the
differences, and people’s
live and quality of life
work together
(economic
in harmony)stagnation, underdevelopment,
environmental depletion)
May 2019 Page 219

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
Explain how understanding, mutual respect,
and tolerance of diversity among peoples
contribute to the attainment of peace in the
world
Content Standard: Knowing and Caring for our Environment

Performance Standard F: Develop appreciation and take action toward concern for environment

BASIC HIGH
K to 12 ALS (K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
Describe the main features of one’s

• barangay ✔ ✔
1 LS5US-KE-PSF-LE/AE-1
• town/city
• province
Describe one’s community using symbols on ✔

2 AP2KOM-ld-e-7 LS5US-KE-PSF-LE-2
a simple map
Identify the location of important landmarks
3 in one’s community based on one’s home AP2KOM-ld-e-7 LS5US-KE-PSF-LE-3
or school ✔
Draw a simple map of the community
from one’s home or school showing the
4 AP2KOM-ld-e-7 LS5US-KE-PSF-LE-4 ✔
important landmarks and structures, land
and water forms, etc.
Compare the characteristics of one’s

community with another in terms of LS5US-KE-PSF-LE-5
5 AP2KNN-IIh-10
natural resources, products, livelihood,
✔
customs, traditions, etc.
May 2019 Page 220

Standard: Local Governance
Performance Standard G: Exercise one’s rights and responsibilities as a citizen through participation in local governance
BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
A. Rights and Responsibilities of Local Governments Units

Enumerate the rights and responsibilities of
the local government in ensuring citizens’
1 participation in governance, e.g., formulating LS5US-LG-PSG-LE-A.1 ✔
local development plans, and raising money
for community purposes
Explain the importance of having a
2 AP3EAP-IVg-13 LS5US-LG-PSG- LE-A.2 ✔
government in every barangay in the country
Recognize that a city is made up of
3 AP3EAP-IVe-10 LS5US-LG-PSG- LE-A.3 ✔
barangays that has its own leadership
Discuss the ways by which a barangay
4 AP3EAP-IVf-12 LS5US-LG-PSG- LE-A.4 ✔
captain is chosen or selected
Explain the rationale for the
5 AP3EAP-IVg-14 LS5US-LG-PSG- LE-A.5 ✔
government’s service to the people
Analyze the ways by which the local
6 and national governments cooperate and help AP4PAB-IIIj-9 LS5US-LG-PSG- AE-A.6 ✔
each other
Relate the provision of services with the
7 AP2PKK-IVb-d-3 LS5US-LG-PSG- LE-A.7 ✔
rights of every person to the community
Cite examples of adherence and non-
8 adherence to the right of every member to AP2PKK-IVb-d-3 LS5US-LG-PSG- LE –A.8 ✔
avail of services in the community
Explain the effect of providing and not
9 providing services to the people in the AP2PKK-IVb-d-3 LS5US-LG-PSG-LE-A.9 ✔
community
B. Services, Projects and Other Activities of the Government
Analyze the services, projects, and other
1 activities of the government in addressing the AP4PAB-IIIf-g-6 LS5US-LG-PSG-AE-B.1
✔
needs of every citizen
May 2019 Page 221

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
2 Identify each health-related project AP4PAB-IIIf-g-6 LS5US-LG-PSG-AE-B.2 ✔
Cite the different ways by which education

3 AP4PAB-IIIf-g-6 LS5US-LG-PSG-AE-B.3 ✔
in the country can be further developed
Give an example of a program related
to sustaining and keeping peace
Enumerate ways by which a
country’s economy may be supported
Provide an example of infrastructure-
related projects of the government
Explain the different economic benefits
7 derived from natural resources in a given town AP3EAP-IVa-2 LS5US-LG-PSG-LE-B.7 ✔
or city
Illustrate how the needs of people are
8 AP2PSK-IIIc-3 LS5US-LG-PSG-LE-B.8 ✔
met through the resources of the community
Discuss the origin or source of a product
9 AP3EAP-IVb-3 LS5US-LG-PSG-LE-B.9 ✔
of one’s barangay
Describe the natural resources and
10 AP2PSK-IIIa-1 LS5US-LG-PSG-LE-B.10 ✔
primary products of the community
Relate the primary industries with the
11 AP2PSK-IIIa-1 LS5US-LG-PSG-LE-B.11 ✔
natural resources of the community
Analyze the importance of making
12 wise decisions in managing the natural AP4LKE-IIb-d-3 LS5US-LG-PSG-AE-B.12 ✔
resources of the country
Discuss some issues pertaining to the
13 AP4LKE-IIb-d-3 LS5US-LG-PSG-AE-B.13 ✔
country’s environment
Explain wise and unwise ways of managing

the natural resources of the country
Relate the wise management of a
15 country’s natural resources with its AP4LKE-IIb-d-3 LS5US-LG-PSG-AE-B.15 ✔
development
May 2019 Page 222

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
Discuss the responsibilities of every citizen
16 in caring for the natural resources of the AP4LKE-IIb-d-3 LS5US-LG-PSG-AE-B.16 ✔
country
Suggest ways to responsibly manage
the country’s natural resources
C. Practical Application of One’s Knowledge of Local Government Code
Demonstrate practical application of one’s
knowledge of the Local Governance Code in
the context of the:
1 • individual citizen LS5US-LG-PSG-LE/AE-C.1 ✔ ✔
• family
• community/municipality
• province
Discuss the meaning and significance of
2 AP4PAB-IIIa-1 LS5US-LG-PSG-AE-C.2 ✔
the national government
Analyze the structure of the Philippine
3 AP4PAB-IIIa-b-2 LS5US-LG-PSG-AE- C.3 ✔
government
Discuss the mandate and powers of
4 each branch of government: executive, AP4PAB-IIIa-b-2 LS5US-LG-PSG-AE- C.4
✔
legislative, and judiciary
Discuss the two levels of government:
5 AP4PAB-IIIa-b-2 LS5US-LG-PSG-AE-C.5 ✔
national and local
Discuss the meanings of symbols and
6 emblems of power in the government (i.e., AP4PAB-IIId-5 LS5US-LG-PSG-AE-C.6 ✔
executive, legislative, judiciary)
7 Recognize the leaders of the country AP4PAB-IIIa-b-2 LS5US-LG-PSG-AE-C.7 ✔

Tell the importance of good governance in
8 responding to the needs of the people in AP2PSK-IIIg-6 LS5US-LG-PSG- LE-C.8 ✔
the community
Discuss the ways of selecting and the
9 AP4PAB-IIIa-b-2 LS5US-LG-PSG- AE-C.9 ✔
powers vested in each leader in the country
May 2019 Page 223

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
10 Expound on the concept of Filipino citizenship AP4KPB-IVa-b-1 LS5US-LG-PSG-AE-C.10 ✔
11 Identify the country’s citizens AP4KPB-IVa-b-1 LS5US-LG-PSG-AE-C.11 ✔
12 Explain the rights of Filipino citizens AP4KPB-IVa-b-1 LS5US-LG-PSG- AE-C.12 ✔
13 Discuss the responsibilities of a Filipino citizen AP4KPB-IVa-b-1 LS5US-LG-PSG- AE-C.13 ✔
Discuss the responsibilities that are inherent

14 AP4KPB-IVc-2 LS5US-LG-PSG- AE-C.14 ✔
in every right enjoyed by each citizen
Determine the rules being followed by each

15 member of a community (i.e., adhering to AP2PKK-IVf-5 LS5US-LG-PSG- LE-C.15 ✔
warnings, etc.)
Elaborate on the significance of the rules
16 for the common good of the members of the AP2PKK-IVf-5 LS5US-LG-PSG-LE-C.16 ✔
community
D. Benefits of the Community from Citizens Participation in Local Governance
Discuss the benefits to the community

arising from citizens’ participation in local
governance
1 LS5US-LG-PSG-LE-D.1 ✔
• at the barangay level
• at the municipal/city level
• at the provincial level
Discuss the importance of provision of
2 services to address the needs of the members AP2PKK-IVa-1 LS5US-LG-PSG- LE-D.2 ✔
of the community
Value the role of the citizens in

3 AP4KPB-IVf-g-5 LS5US-LG-PSG- AE-D.3 ✔
establishing development in the country
Explain how a country’s self-improved citizens
4 AP4KPB-IVf-g-5 LS5US-LG-PSG-AE-D.4 ✔
contribute to its development
5 Define and characterize a productive citizen AP4KPB-IVf-g-5 LS5US-LG-PSG-AE-D.5 ✔
May 2019 Page 224

BASIC HIGH
K to 12 ALS
(K-G1) (Gr. 2-3) (Gr. 4-6) (Gr.7-10)
Identify different kinds of public servants
and their contribution to the community
6 AP2PKK-IVa-2 LS5US-LG-PSG-LE-D.6 ✔
(i.e., teacher, police, fireman, nurse, doctor,
garbage collector, etc.)
Give importance to the contributions of
7 Filipinos in other parts of the world to the AP4KPB-IVh-6 LS5US-LG-PSG-AE-D.7 ✔
country’s development (i.e., OFWs)
Relate the effects of being employed, or

8 having a job, to responding to the needs of AP2PSK-IIId-4 LS5US-LG-PSG-LE-D.8 ✔
the community and of one's own family
Discuss the challenges and opportunities

9 AP4LKE-IId-5 LS5US-LG-PSG-AE-D.9 ✔
of livelihood activities in the country
E. Various Channels for Citizens Participation in Local Governance
Participate in the various channels for

citizens’ participation in local governance at
the barangay level
1 LS5US-LG-PSG-AE-E.1 ✔
• Barangay Assembly
• Barangay Development Council
• Other special bodies’ meetings
Discuss the value of civic activities of AP4KPB-IVc-3

each person as a citizen of the country
Demonstrate involvement in AP4KPB-IVi-7

government of every citizen
Provide suggestions and reasons to AP4KPB-IVi-7

4 strengthen good, orderly, and just EsP9PLIb-1.3 LS5US-LG-PSG-AE/JHS-E.4 ✔ ✔
governance
May 2019 Page 225

Content Standard: Civil and Political Rights and Corresponding Responsibilities
Performance Standard H: Demonstrate vigilance in exercising one’s rights and fulfilling his/her corresponding responsibilities
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Explain the rights in the Universal Declaration
1 of Human Rights and Citizens equal dignity
and rights
 right to life, liberty, and the security
of person
 right and freedom without distinction
of any kind, such as race, color, sex
language, religion, political or other
opinion, nationality or social origin,
property, birth, or other status
 right to recognition everywhere as a ESP6PPP-IIIa-c-34 LS5US-CP-PSH-AE/JHS-1 ✔ ✔
person before the law EsP7PTIIf-7.3
 right to own property
 right to freedom of opinion
and expression
 right to take part in the government
of one’s country, directly or through
freely chosen representatives
 right to education
 right to work, participate in the cultural
life of the community
Demonstrate proper exercise of human
EsP9TT-IIb-5.4
2 rights and fulfilment of the LS5US-CP-PSH-JHS-2 ✔
EsP9TT-IIa-5.1
corresponding responsibilities
3 Exercise one’s civil and political rights AP10ICC-IVg-8 LS5US-CP-PSH-JHS-3 ✔
Identify the civil and political rights of

4 Filipinos: LS5US-CP-PSH-JHS-4
 right to life, liberty, and security of
person EsP9TTIIa-5.1 ✔
 right to a fair trial and hearing
 freedom of abode, speech, and
peaceful assembly
May 2019 Page 226

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
 right to vote, family,
home, or correspondence
 right to privacy
 right to choose a religion
 right to own property
Discuss the meaning of each of these
5 LS5US-CP-PSH-JHS-5 ✔
civil and political rights
Explain the responsibilities
6 suggested by/inherent in each right:
 right to vote – responsibility to
exercise this right during elections
and voting wisely
 participating effectively in civic life by
 knowing how to stay informed
and understanding
governmental process LS5US-CP-PSH-JHS-6 ✔
 exercising the rights and
obligations of citizenship at local,
state, national, and global levels
 understanding the local and global
implications of civic decisions
 freedom of speech – responsibility not
to abuse this right to malign/libel
people
Demonstrate the proper exercise of civil
and political rights, e.g.:
• right to vote
7 • right to freedom of speech EsP9TTIIg-8.1 LS5U-CP-PSH-JHS-7 ✔
 right to information on matters of
public concern
 right to fair trial/due process of law
Discuss the effects of denying or
8 violating human rights: AP10IKP-IIIa-2 ✔
 social and political unrest, as manifested EsP7PTIIf-7.3 LS5US-CP-PSH-JHS-8
May 2019 Page 227

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
 in rallies and demonstrations
 work stoppage and strikes
 civil disobedience such as
nonpayment of taxes
 violence and conflict between and
among sectors deterioration of peace
and order
Demonstrate ways of exercising vigilance

9 EsP9TT-IIb-5.4 LS5US-CP-PSH-JHS-9 ✔
in the protection of these rights
Show respect for human rights, such as by:

 accepting the differences among people
 respecting cultural differences and
work effectively with people from a
range of social and cultural
backgrounds
10  responding open-mindedly to different ✔
LS5US-CP-PSH-JHS-10
ideas and values
 leveraging social and cultural
differences to create new ideas and
increase both
 innovation and quality of work
 helping develop the people’s potentials
Identify agencies tasked with the

protection of the civil and political rights of
11 Filipinos LS5US-CP-PSH-JHS-11 ✔
 Commission on Human Rights
 Commission on Elections (COMELEC)
Describe the role of these agencies in the

protection of civil and political rights
13 Promote the rights of women LS5US-CP-PSH-JHS-13 ✔
May 2019 Page 228

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Discuss the rights of women and

their corresponding responsibilities:
 right to equal opportunity for
employment- responsibility to develop
the skills needed to qualify for a
certain position
 right to equal access to education
14  responsibility to send oneself and LS5US-CP-PSH-JHS-14 ✔
children to school
 right to women’s health
 responsibility to take care of one’s
health
 right to be free from physical harm-
responsibility to be aware of the
different rights as a wife and a mother
Discuss violations of women’s rights and how

these can be prevented and eliminated, e.g., LS5US-CP-PSH-JHS-15
15 ✔
Violence Against Women and Children
(VAWC)
Demonstrate proper exercise of women’s

16 rights and fulfillment of the corresponding LS5US-CP-PSH-JHS-16 ✔
responsibilities
Enumerate agencies and their functions

and responsibilities that provide protection
17 against women’s rights violations, e.g., LS5US-CP-PSH-JHS-17 ✔
GABRIELA and the National Council of
Women (NCW)
18 Uphold the rights of children LS5US-CP-PSH-JHS-18 ✔
May 2019 Page 229

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Explain the rights of Filipino children
• Survival Rights such as:
19  right to life LS5US-CP-PSH-JHS-19 ✔
 right to adequate standard of living
 right to health
 right to parental care and support
 right to social security
• Protection Rights such as:
 right to a name, nationality, and identity
 right to be protected from child abuse
and maltreatment; sexual abuse and
exploitation; the illicit use of
dangerous drugs; child abduction,
sale, trafficking, and illicit transfer;
and other forms of exploitation
 protection for children in emergency
situations
 protection for children in especially
difficult circumstances including
working children
 protection for disabled children
 physical and psychological
recovery and social integration of
child victims
• Development Rights such as:
 right to information
 right to education
 right to leisure, recreation, and
cultural activities
• Participation Rights such as:
 right to opinion
 right to freedom of expression
 right to freedom of thought,
conscience, and religion
 right to freedom of association
 right to privacy
May 2019 Page 230

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Discuss the right of the Filipino children
and the corresponding responsibilities for
each right
20  Right to life – responsibility to take EsP10PBIIIc-10.2 LS5US-CP-PSH-JHS-20 ✔
care of that life
 Right to education – responsibility to
attend classes and study hard
Give examples of the most common
violations of the rights of Filipino children
in the community /locality, e.g.,
 child labor
21 EsP10PBIIId-10.4 LS5US-CP-PSH-JHS-21 ✔
 child abuse and maltreatment
 sexual abuse and exploitation
 child abduction, sale, trafficking, and
illicit transfer
Suggest ways and means of protecting
children's rights
 Identify agencies (both government and
22 Non-government) which are responsible LS5US-CP-PSH-JHS-22 ✔
for the protection of children in the
country, e.g., DSWD and Bantay Bata of
ABS-CBN
Uphold the rights and privileges of a senior
citizen
Explain the rights of the elderly
24  Recognize the elderly’s rights, freedom LS5US-CP-PSH-JHS-24 ✔
and decision making
Discuss the privileges of senior citizens
25  Grant of 20% discount from all
establishments relative to utilization of ✔
transportation services, hotels and similar LS5US-CP-PSH-JHS-25
lodging establishments, restaurants and
recreation centers, and purchases of
prescription medicines
May 2019 Page 231

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
 Minimum of 20% discount on admission
fees/charges by theaters, cinemas and
concert halls, circuses, carnivals, and
other similar entertainment venues
 Exemption from training fees for
socioeconomic programs
 Free medical and dental services in
government establishments anywhere in
the country subject to guidelines to be
issued by the Department of Health
(DOH), the Government Service
Insurance System (GSIS), and the Social
Security System (SSS)
 Exemption from the payment of individual
income taxes provided the annual taxable
income does not exceed the poverty level
as determined by the National Statistics
Coordinating Board (NSCB)
Enumerate the contributions of senior
citizens to the community
 Leadership in community-based
26 organizations EsP9TT-IIh-8.4 LS5US-CP-PSH-JHS-26 ✔
 Tutorial and/or consultancy services
 Actual teaching and demonstration of
hobbies and income generating skills
 Lectures on specialized fields like
agriculture, health, environmental
protection
 Appropriate services such as school
traffic guide, tourist aide, preschool
assistance, etc.
 Volunteer services based on the above
areas
Show respect for the rights of senior
citizens
May 2019 Page 232

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Establish and maintain an appropriate
relationship with the elderly
 Discuss the concepts and principles of
basic nursing care of the elderly
28 LS5US-CP-PSH-JHS- ✔
 Exhibit appropriate attitudes such as
confidentiality, privacy, courtesy, and
respect
 Role-play short interpersonal exchanges
Respect the rights and be aware of the
privileges of PWDs (persons with disability)
Identify the rights of PWDs
 Right to employment
 Right to education
30  Right to health LS5US-CP-PSH-JHS-30 ✔
 Right to auxiliary social services
 Right to accessibility
 Political and civil rights
Discuss the meaning of each of these rights
and privileges of PWDs
32 Show respect and compassion for PWDs LS5US-CP-PSH-JHS-32 ✔
May 2019 Page 233

Content Standard: Nonviolent Resolution/Management of Conflict and Peace
Performance Standard I: Practice different ways of peaceful resolution / management of conflicts in the family, group, community, country, region, and the
world
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Identify internal conflicts that affect
1 LS5US-NM-PSI-JHS-1 ✔
relationship with others
2 Address one’s internal conflicts LS5US-NM-PSI-JHS -2 ✔
3 Exhibit being peaceable EsP2PPP-llli-13 LS5US-NM-PSI-LE -3 ✔

Identify the reasons for frequent
4 misunderstanding of the members of the LS5US-NM-PSI-JHS 4 ✔
family
Analyze the reasons behind the
5 LS5US-NM-PSI-JHS -5 ✔
misunderstanding between family members
Provide appropriate responses to the
misunderstanding between family members
Explain the social conflicts one frequently
encounters
Analyze the factors that bring about societal
conflicts
Formulate appropriate solutions to address
9 LS5US-NM-PSI-JHS S-9 ✔
societal conflicts
Enumerate conflicts experienced in different
parts of the country
Explain the different programs of the
government to solve conflicts
Evaluate the appropriateness of government
programs in response to conflicts
Explain territorial and political conflicts and

13 their relationship to the conflicts among LS5US-NM-PSI-JHS-13 ✔
countries in Southeast Asia
May 2019 Page 234

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Examine the effects of nationalism on ethnic

14 AP7KIS-IVd- 1.10 LS5US-NM-PSI-JHS-14 ✔
wars in Asia
15 Analyze the reasons that led to World War I AP8AKD-IVa-1 LS5US-NM-PSI-JHS-15 ✔
Evaluate the efforts exerted by other

16 countries to achieve global peace and AP8AKD-IVd-4 LS5US-NM-PSI-JHS-16 ✔
progress
Analyze the important events that happened

17 AP8AKD-IVf-6 LS5US-NM-PSI-JHS -17 ✔
in World War II
18 Evaluates the effects of World War II AP8AKD-IVg-7 LS5US-NM-PSI-JHS -18 ✔
Appreciate peace-keeping initiatives in

19 AP8AKD-IVh-8 LS5US-NM-PSI-JHS -19 ✔
different parts of the world
Scrutinize peace-related programs in

20 LS5US-NM-PSI-JHS-20 ✔
Southeast Asia
Determine the appropriateness of peace-

21 LS5US -NM-PSI-JHS -21 ✔
related programs in Southeast Asia
Cite issues connected with peace-related

22 LS5US -NM-PSI-JHS -22 ✔
concerns worldwide
Examine the effects of territorial and border

23 conflicts on societal, political, economic, and AP10IPP-IIc-4 LS5US -NM-PSI-JHS -23 ✔
peace-related aspects
May 2019 Page 235

Content Standard: Global Awareness, Interdependence, and Solidarity
Performance Standard J: Demonstrate an understanding of the concepts of geography, globalization, global interdependence (3Gs), and regional integration,
and their impact on one’s life
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Explain the meaning of symbols used in
1 AP3LAR-Ia-1 LS5US-GA-PSJ-LE-1 ✔
maps through rules
Locate the different regions in the map
2 using geographical features like distance AP3LAR-Ib-2 LS5US-GA-PSJ-LE-2 ✔
and direction
Illustrate the location of cities in one’s
3 region based on its surroundings using AP3LAR-Ic-3 LS5US-GA-PSJ-LE-3 ✔
relative location
Compare cities in one’s region based on

4 AP3LAR-Ic-4 LS5US-GA-PSJ-LE-4 ✔
location, direction, size, and form
Describe different cities in a region based

5 on physical and geographical AP3LAR-Ie-7 LS5US-GA-PSJ-LE-5 ✔
characteristics using a topographical map
Compare and contrast the primary land
6 forms and water forms of various cities in AP3LAR-Ie-8 LS5US-GA-PSJ-LE-6 ✔
one’s region
Determine the connection of various water
7 and land forms in the cities within one’s AP3LAR-If-9 LS5US-GA-PSJ-LE-7 ✔
region
Make a simple map showing the important
8 and various land and water forms in one’s AP3LAR-If-10 LS5US-GA-PSJ-LE-8 ✔
own and in nearby cities
Identify danger-prone places based on

9 LS5US-GA-PSJ-LE-9 ✔
location and topography in the country
Names specific locations in one’s own
10 region that are danger-prone using hazard AP3LAR-Ig-h-11 LS5US-GA-PSJ-LE-10 ✔
map
May 2019 Page 236

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Respond quickly and appropriately to the
11 AP3LAR-Ig-h-11 LS5US-GA-PSJ-LE-11 ✔
dangers often faced in one’s own region
Describe the primary natural resources in
12 AP3LAR-Ih-12 LS5US-GA-PSJ-LE-12 ✔
the cities within the region
Identify the relative location of the country
13 based on its surroundings using primary AP4AAB-Ic-4 LS5US-GA-PSJ-AE-13 ✔
and secondary direction
Identify the location of the Philippines
14 within Asia and within the world using a AP4AAB-Ic-5 LS5US-GA-PSJ-AE-14 ✔
map
Interpret the location of the country using

15 different geographical standards like scale, AP4AAB-Id-6 LS5US-GA-PSJ-AE-15 ✔
distance, and direction
Trace the boundaries and extent of the

16 LS5US-GA-PSJ-AE-16 ✔
territory of the Philippines on the map
Relate the climate and weather to the

17 AP4AAB-Id-7 LS5US-GA-PSJ-AE-17 ✔
location of a country in the world
Recognize that the Philippines is a tropical

18 AP4AAB-Id-8 LS5US-GA-PSJ-AE-18 ✔
country
Identify the different factors

19 (i.e.,temperature, amount of rainfall) that LS5US-GA-PSJ-AE-19 ✔
affect the climate in a country
Characterize the climate in different parts of
the country with the help of climate maps
Explain how climate determines the kinds of
crops and animals found in the Philippines
Explain the characteristics of the Philippines
22 AP4AAB-Ig-9 LS5US-GA-PSJ-AE-22 ✔
as a maritime country or insular country
May 2019 Page 237

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Characterize the country according to the
23 physical characteristics and its geographical AP4AAB-Ig-h-10 LS5US-GA-PSJ-AE-23 ✔
identity
Compare different primary land and water
24 AP4AAB-Ig-h-10 LS5US-GA-PSJ-AE-24 ✔
forms in the country
Determine the main natural resources
25 AP4AAB-Ig-h-10 LS5US-GA-PSJ-AE-25 ✔
of the country
Identify the different beautiful locations and
26 tourist spots as natural resources of the AP4AAB-Ig-h-10 LS5US-GA-PSJ-AE-26 ✔
country
Compare the topography of different regions
27 of the country using the topograpraphical AP4AAB-Ig-h-10 LS5US-GA-PSJ-AE-27 ✔
map
Compare the different regions of the
28 country according to population using the AP4AAB-Ig-h-10 LS5US-GA-PSJ-AE-28 ✔
population map
29 Describe the natural resources of Asia AP7HAS-Ie-1.5 LS5US-GA-PSJ-JHS-29 ✔
Explain the concept of Asia in accordance
with its geographical divisions: East Asia,
30 AP7HAS-Ia-1.1 LS5US-GA-PSJ-JHS-30 ✔
Southeast Asia, South Asia, West Asia,
North Asia, and North/Central Asia
Characterize the nature of the physical
environment in the regions of Asia such as
location, shape, size, form, and
31 AP7HAS-Ib-1.2 LS5US-GA-PSJ-JHS-31 ✔
climate vegetation cover‖ (tundra,
taiga,grasslands, desert, tropical
forest,mountain lands)
Evaluate the implications of the physical
environment and natural resources of the
region on the Asian past and present on:
32  Agriculture AP7HAS-If-1.6 LS5US-GA-PSJ-JHS-32 ✔
 Economy
 Culture
May 2019 Page 238

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Discuss how the country links or connects
with the rest of the world with regard to:
trade and industry, exports/imports,
sports, education, the environment, health,
and medicine, technology, media,
33 LSDS-GA-PSJ-JHS-33 ✔
government, military, visual and
performing arts, currency, employment
(Overseas Filipino Workers), tourism,
migration, peace, protection of children
and women, health, ICT
Assess the political, economic, cultural,
and environmental impact of the country’s
links with the world on:
 oneself (e.g., OFWs, employment,
citizenship, forced repatriation, access
to imported consumer items,
intercultural marriages, higher
education)
34 LSDS-GA-PSJ-JHS-34 ✔
 one’s family (e.g., cultural sensitivity/
understanding, family income,
children’s rights)
 one’s community (e.g., prices of goods
and services)
 one’s country (e.g., currency
depreciation, interest rates, import
and export)
Appreciate the contributions of ancient
35 AP7KSA-IIh-1.12 LS5US-GA-PSJ-JHS-35 ✔
societies and communities in Asia
Identify the causes and forms of Western

colonialism and imperialism in the first
36 AP7TKA-IIIa-1.1 LS5US-GA-PSJ-JHS-36 ✔
stages (16th and 17th centuries) of their
arrival in South and West Asia
Explain those that changed and remained
37 AP7TKA-IIIb-1.3 LS5US-GA-PSJ-JHS-37 ✔
under colonialism
May 2019 Page 239

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Evaluate the impact of colonialism in
38 AP7TKA-IIIb-1.4 LS5US-GA-PSJ-JHS-38 ✔
different regions of Asia
Compare the experiences of different regions
39 of Asia subjected to colonialism and AP7KIS-IVb-1.5 LS5US-GA-PSJ-JHS-39 ✔
imperialism
Identify the importance of the role of
40 nationalism in the developing countries of AP7KIS-IVc-1.6 LS5US-GA-PSJ-JHS-40 ✔
different regions of Asia
Relate the present economic developments
41 with those that happened to the countries AP7KIS-IVh-1.22 LS5US-GA-PSJ-JHS-41 ✔
in East and Southeast Asia
Recognize the value of Asian human
42 AP7HAS-Ih-1.8 LS5US-GA-PSJ-JHS-42 ✔
resources
Express appreciation for the role of
AP7TKA-IIId-1.10
43 nationalism in various regions of Asia toward LS5US-GA-PSJ-JHS-43 ✔
AP7KIS-IVd-1.9
the liberation of the country from imperialism
Explain the various manifestations of AP7TKA-IIId-1.9
44 LS5US-GA-PSJ-JHS-44 ✔
nationalism of the various regions of Asia AP7KIS-IVc-1.8
Explain the historical, political, economic, and AP7TKA-IIId-1.9
45 LS5DS-GA-PSJ-JHS-45 ✔
sociocultural roots of globalization AP7KIS-IVc-1.8
Examine the implications of the ASEAN
Political- Security Community, ASEAN
Economic Community and ASEAN Socio-
Cultural Community countries it governs
toward achieving ASEAN Community Vision
46 2025: LS5US-GA-PSJ-JHS-46 ✔
 Worker Mobility
 Cross country recognition of
qualifications
 Cultural exchange
 ASEAN Student Exchange Program
 Public-Private Partnership
 Entrepreneurship and marketing
May 2019 Page 240

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Respond to the challenges and implications
of the ASEAN Community Vision 2025
Evaluate the procedures for implementing
the agreement in relation to the regional
48 initiative to create a common market with LS5US-GA-PSJ-JHS-48 ✔
the free exchange of goods, services,
industry, workers, and investment
Evaluate the physical characteristics of the
49 AP8HSK-Id-4 LS5US-GA-PSJ-JHS-49 ✔
earth
Evaluate the major institutions that play a
role in globalization (government, schools,
50 AP10IPE-Ih-19 LS5US-GA-PSJ-JHS-50 ✔
mass media, multinational corporations,
NGOs, and international organizations)
Evaluate the membership of the
Philippines in foreign trade organizations
such as the World Trade Organization
51 AP9MSP-IVi-19 LS5US-GA-PSJ-JHS-51 ✔
and Asia-Pacific Economic Cooperation
toward equal benefit among the peoples
of the world
Analyze the concept and dimension of
52 AP9MSP-IVi-19 LS5US-GA-PSJ-JHS-52 ✔
globalization as one of the social issues
Analyze the implications of globalization
53 AP10GKA-IIb-3 LS5US-GA-PSJ-JHS-53 ✔
on society
Appreciate the different responses in
54 AP10GKA-Iic-4 LS5US-GA-PSJ-JHS-54 ✔
dealing with the impact of globalization
Participate actively in the discussion of

global interdependence or
interconnectedness in maintaining peace
and solidarity
May 2019 Page 241

Content Standard: Global Awareness, Interdependence and Solidarity
Performance Standard K: Demonstrate an understanding of issues threatening global solidarity, and strategies in response to the issues
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
1 Discuss global solidarity as a concept LS5US-GA-PSK-JHS-1 ✔
2 Analyze the different aspects of global solidarity LS5US-GA-PSK-JHS-2 ✔

Identify each social issue that threatens
3 LS5US-GA-PSK-JHS-3 ✔
worldwide interdependence and solidarity
Discuss community problems like illegal
fishing, dumping of garbage in rivers and
lakes, flash floods due to indiscriminate
cutting of trees, and quarrying
Participate actively in discussions of issues
threatening global solidarity such as widespread
5 famine, global terrorism, and economic disparity LS5US-GA-PSK-JHS-5 ✔
between and among countries, nuclear war,
and HIV-AIDS
Analyze the effects of global issues and
concerns on one’s life, group, community,
nation, region, and the world, e.g., terrorism,
global warming
Propose measures that the individual,
group, family, or community may undertake to
address these issues and concerns (think
globally, act locally)
Carry out in one’s community at least one of the
proposed measures
Evaluate the impact of the measures
being undertaken individually or by a group
Examine the roles of different
10 world organizations in promoting peace, AP8AKD-IVi-11 LS5US-GA-PSK-JHS-10 ✔
solidarity, interdependence, and development
Compare and contrast different strategies and
11 policies related to the attainment of sustainable LS5US-GA-PSK-JHS-11 ✔
development in and out of the country
May 2019 Page 242

Content Standard: Global Awareness, Interdependence and Solidarity
Performance Standard L: Demonstrate an understanding of the implications of migration, both internal and external, on socioeconomic development
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Explain the meaning of migration (relocation

or movement of individual from one location
1 to another) LS5US-GA-PSL-JHS-1 ✔
 National Migration
 upland to lowland
 inland to coastal
 rural to urban
 province to national capital
 International Migration
Examine the different types of migrants

 Settlers (people who intend to live
permanently in their new country, e.g.,
joining close family members in new
country)
 Contract workers (those admitted to other
countries to stay only for the length of
2 their contract) LS5US-GA-PSL-JHS-2
- Professionals recruited by companies or ✔
organizations abroad
- Undocumented workers/illegal
immigrants (some have been smuggled
in, others are overstaying or working on
tourist visas) Asylum seekers and
refugees
- Asylum seekers – Those who have left
their homes to escape danger/political
persecution
- Refugees – Those whose claims for
asylum have been accepted
May 2019 Page 243

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Enumerate the advantages and disadvantages
3 of migration to OFWs: LS5US-GA-PSL-JHS-3 ✔
 Permanent residents (cheap labor, labor
competition)
 Temporary residents (Overseas Contract
Workers, e.g., strong labor competition,
low wage, discrimination)
Identify the reasons for migrating in and out of

4 AP10IPP-IIa-1 LS5US-GA-PSL-JHS-4 ✔
the country
Analyze the reasons of Filipino families for

5 EsP8IP-IVg-16.2 LS5US-GA-PSL-JHS-5 ✔
migrating
Explain the effects of migration on social,

6 AP10IPP-Iib-2 LS5US-GA-PSL-JHS-6 ✔
political, and economic aspects
Determine the effects of migration on the

7 EsP8IP-IVg-16.1 LS5US-GA-PSL-JHS-7 ✔
Filipino family
Perceive that the threat of migration on families

8 can be overcome with the help of family love EsP8IP-IVh-16.3 LS5US-GA-PSL-JHS-8 ✔
and solidarity that shape its individual members
Arrange for appropriate and concrete steps to

9 EsP8IP-IVh-16.4 LS5US-GA-PSL-JHS-9 ✔
brace for the impact of migration on families
Provide appropriate responses to address

10 LS5US-GA-PSL-JHS-10 ✔
issues and concerns of OFWs
May 2019 Page 244

CODE LEGEND

ALS Level Code

Junior High School Level JHS Antas Junior High School AJHS
May 2019 Page 245

LEARNING STRAND 5: UNDERSTANDING THE SELF AND SOCIETY
Sample: LS5US-NM-PSI-AE-3
LEGEND SAMPLE
First Entry Learning Strand Learning Strand 5 Understanding the Self and Society LS5US
Nonviolent Resolution/Management of Conflict and
Content Standard NM
Peace
Uppercase Letter/s
Performance Standard Performance Standard PSI
Level Elementary Level (Advanced) AE

Intrapersonal Relationship (Positive Sense of Self) and Development of One’s Potential ID
Interpersonal Relationships (Family Solidarity and Pakikipagkapwa) IF
National Identity NI
Knowledge, Acceptance, Respect and Appreciation of Diversity KA
Knowing and Caring our Environment KE
Local Governance LG
Civil and Political Rights and Corresponding Responsibilities CP
Nonviolent Resolution/Management of Conflict and Peace NM
Global Awareness, Interdependence and Solidarity GA
May 2019 Page 246

Pasig City

Learning Strand 6
DIGITAL CITIZENSHIP
(BL to JHS)
May 2019
May 2019 Page 247

LEARNING STRAND 6: DIGITAL CITIZENSHIP
Twenty-first-century Philippine society is replete with myriad rapidly changing information and communication technologies (ICTs). The ways people
plan, develop, implement, and communicate ideas and knowledge have been transformed as computers, the internet, social media, and mobile devices have
become increasingly pervasive. To adapt to these changes, Filipinos need to develop a whole new range of ICT-related skills to be effective citizens in an
increasingly digital world. This Learning Strand addresses the needs of ALS learners to develop basic skills in ICT use and digital literacy. Accordingly, a new
Learning Strand has been added to the ALS Curriculum focused on “Digital Citizenship” for 21st-century Filipino citizens. This Learning Strand seeks to help
equip ALS learners with critical knowledge, skills, and values to be able to live and work effectively as part of the digital universe.
Digital Citizen is someone who develops the skills and knowledge to effectively use the internet and other digital technology, especially in order to
participate responsibly in social and civic activities. (Collins Dictionary).
Digital Citizenship is the continuously developing norms of appropriate, responsible and empowered technology use. (Ribble & Park. The Digitall
Citizenship Handbook for School Leaders, 2019).
Digital Literacy is the ability to define, access, manage, integrate, communicate, evaluate and create information safely and appropriately through
digital technologies and networked devices for participation in economic and social life. (Digital Literacy and Beyond, UNESCO 2018).
Below is the schematic diagram for this new Learning Strand.
May 2019 Page 248

The schematic diagram shows that the overall goal of this Learning Strand is to produce 21st-century digital citizens who are confident in using ICT
and digital tools in a responsible and ethical manner. Digital Citizenship is needed to achieve this goal. Digital Citizenship is the capacity of every ALS learner to
safely and responsibly generate, apply, and share digital information in multiple formats from a wide range of sources using computers or mobile devices.
To achieve digital citizenship, ALS learners need both ICT-related knowledge and skills, and the ability to integrate such skills and knowledge across
the competencies listed in the other five Learning Strands of the ALS curriculum. This is the application part where the learners utilize their digital knowledge
and skills as tools to communicate with others and solve problems in daily life. Each of the other five Learning Strands will thus go hand in hand with Learning
Strand 6.
This Learning Strand covers the following digital citizenship competencies:
Content Standard Performance Standard

Explain basic concepts related to use of information
Digital Concepts
communication technologies (ICTs) in an increasingly digital world
Digital Operations and Demonstrate knowledge of basic hardware operations, software
Management operations, and file management in using a computer.
Use common office application software packages (word
processing, spreadsheet, presentation software) to produce
Digital Applications
documents and manage information as tools to solve problems in
daily life.
Navigate the digital global system to search for information and
Digital System Network
resources and communicate with others in everyday life.
Make use of mobile devices as tools to access information and
Digital Devices
communicate with others.
Demonstrate ethical practices and values in using technology in
Digital Ethics
the 21st century.
The learning competencies and skills in this Learning Strand are sequenced from the simplest to the most complex and based on the content standards. Leveling of
the learning competencies will start at Lower Elementary up to Advanced Junior High School
May 2019 Page 249

Here is a sample of digital citizenship Integration across the competencies of other Learning Strands
Example 1: LS 1 (Speaking): PSB 32. Make and prepare for an oral presentation
LS 6: PSA 2. Compare the experiences of people using technology in the 21st century to those who lived in the 20th century
Example 2: LS 4: PSA 4.1.2. Cite examples of situations or occasions in which self-discipline could or should be practiced
LS 6: PSF 3. Practice respectful conduct when using the internet
 Sensitivity to national and local cultures

 Avoiding identity misrepresentation and fraud
 Observing internet etiquette while chatting, emailing, blogging, and using social media
Example 3: LS 2: (Scientific Thinking): PSB 8.6.1 Make a simple project proposal to address one prevalent problem
LS 6: PSC 3.2. (Word Processing) Make use of formatting in paragraphs
 Create and/or merge paragraph(s)

 Practice in aligning text: use align, indent as tools
 Alignment of text: left, center, right, justified
 Indent paragraphs: left, right, first line
 Apply spacing: between paragraphs, above, below, single, 1.5 lines, double line
ICT integration goes beyond merely using computer hardware and software as communication and information management tools. It also includes
empowering ALS learners to explore the potentials offered by mobile devices, social media, and other digital media in order to navigate the digital world. This
journey as 21st-century digital citizens requires such learners to be practicing sound digital ethics and values so that ICT and other digital tools are used
responsibly and safely amid rapid technological changes. This includes guarding against potential risks and threats found in the digital world, and maximizing the
opportunities and potentials of ICT and other digital technologies as tools for personal and professional development and improving one’s quality of life as a
21st-century digital citizen.
May 2019 Page 250

Learning Strand 6: Digital Citizenship
Content Standard: Digital Concepts
Performance Standard A: Explain basic concepts related to the use of information communication technologies (ICTs) in an increasingly digital world
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Define Information and Communication

1 LS6DC-DC-PSA-LE-1 √
Technology (ICT) using examples in daily life
Compare the experiences of people using

technology in the 21st century to those who
2 lived in the 20th century LS6DC-DC-PSA-LE-2 √
● characteristics of technologies used
● advantages and disadvantages
Explain the key differences between so-called
digital natives and digital migrants
Give examples from daily life of the advantages
4 and disadvantages of the 21st century in terms LS6DC-DC-PSA-LE-4 √
of ICT
5 Describe the computer and its characteristics LS6DC-DC-PSA-LE-5 √
Identify the different types of computer and
their applications in daily life
● supercomputer
● mainframe computer
● minicomputer
● microcomputer
List the different types of microcomputer and its
use in everyday life
● desktop computer
● sound & navigation of a car
● netbook
● laptop/notebook
● PDA (personal digital assistant)
● tablet PCs
● mobile tablets
● smartphones
May 2019 Page 251

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
8 Identify the parts of a desktop computer LS6DC-DC-PSA-LE-8 √
Explain the functions of each of the parts of a

9 LS6DC-DC-PSA-AE-9 √
desktop computer
Explain the difference between computer hardw

are and software
Identify different types of computer hardware
accessories and their respective functions
Identify different types of computer software an
d the tasks they are used for
May 2019 Page 252

Content Standard: Digital Operations and Management
Performance Standard B: Demonstrate knowledge of basic hardware operations, software operations, and file management in using a computer
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Demonstrate understanding on how to operate
a computer
1 ● to turn on a computer LS6DC-DO-PSB-LE-1 √
● to turn off/shutdown a computer
● to restart a computer
Demonstrate how to manage personal files in a
computer
● open/close a file
● edit a file
● save a file
● delete a file
● locate a file
● search a file
2 ● sort a file LS6DC-DO-PSB-LE-2 √
● create a folder
● rename a folder
● delete a folder
● organize folders
● management directory paths and
network locations
● share folders
● back-up file
Explain the procedure of operating other
computer peripherals
● printer
● scanner
● photocopier
3 ● web camera LS6DC-DO-PSB-AE-3 √
● USB flash drive
● external hard drive
● Multimedia Projector
● earphone/headset
May 2019 Page 253

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
● microphone/speaker
Demonstrate knowledge of installing and
opening software programs
● computer peripherals (e.g. printer)
4 ● applications (e.g. Adobe Photoshop, LS6DC-DO-PSB-AE-4 √
Pagemaker)
● Educational Games
Identify the different potential problems of a

desktop computer
5 ● Computer Viruses LS6DC-DO-PSB-JHS-5 √
● Hardware Malfunctions
● Software Issues
Demonstrate the procedure of troubleshooting b

6 LS6DC-DO-PSB-JHS-6 √
asic problems of a desktop computer
May 2019 Page 254

Learning Strand 6: Digital Literacy
Content Standard: Digital Applications
Performance Standard C: Use common office application software packages (word processing, spreadsheet, presentation software) to produce documents
and manage information as tools to solve problems in daily life
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
A. Word Processing
Make use of a word-processing application to

1 produce different documents used in everyday LS6DC-DA/WP-PSC-AE/JHS-1 √ √
life
Demonstrate how to open/close a
2 LS6DC-DA/WP-PSC-AE -2 √
word processing application
Create a new document based on the different
3 LS6DC-DA/WP-PSC-AE/JHS 3 √ √
available templates
Demonstrate how to save a document to a
4 LS6DC-DA/WP-PSC-AE -4 √
location on a drive EPP5IE-0f-15
Save documents under another name to a EPP5HE-0h 21
5 EPP5IE-0j-21 LS6DC-DA/WP-PSC-AE/JHS-5 √ √
location on a drive
Demonstrate how to save a document as
another file type like:
 rich text format
6  word template LS6DC-DA/WP-PSC-AE/JHS-6 √ √
 PDF
 web page
Apply knowledge in switching between open
7 LS6DC-DA/WP-PSC-AE/JHS-7 √ √
documents
8 Use available HELP functions LS6DC-DA/WP-PSC-AE/JHS-8 √ √
Distinguish the different use of magnification/
9 LS6DC-DA/WP-PSC-AE-9 √
zoom tools
Determine the use of the different toolbars:
● display
10 ● hide built-in toolbars LS6DC-DA/WP-PSC-AE-10 √
● restore
● minimize the ribbon
May 2019 Page 255

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Demonstrate the creation of new word
processing document
12 Show how to switch between page view modes LS6DC-DA/WP-PSC-AE/JHS-12 √ √
13 Demonstrate how to enter text into a document LS6DC-DA/WP-PSC-AE-13 √
Identify the process of inserting symbols or spec

ial characters
Determine the use of the display and hide
nonprinting formatting marks like: spaces,
paragraph marks, manual line, break marks, tab
characters
15 ● spaces LS6DC-DA/WP-PSC-AE/JHS-15 √ √
● paragraph marks
● manual line
● break marks
● tab characters
Demonstrate how to select character, word line,

sentence, paragraph, and entire body text
Apply knowledge in editing content by:

● content entry
17 ● removal of characters LS6DC-DA/WP-PSC-AE-17 √
● words within existing text
● by overtyping to replace existing text
Use a simple search command for a

18 LS6DC-DA/WP-PSC- AE-18 √
specific word and/or phrase
Use a simple replace command for a

specific word and/or phrase
Show how to copy, move text within a

document and between open documents
May 2019 Page 256

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Apply understanding of the following
commands:
21  delete text LS6DC-DA/WP-PSC-AE-21 √
 undo command
 redo command
Demonstrate use of formatting commands in a
word processing document
Apply different types of text formatting:
● text formatting: font sizes, font types
● text formatting: bold, italic, underline,
23 subscript, superscript LS6DC-DA/WP-PSC-AE-23 √
● different colors to text
● case changes to text
● automatic hyphenation
Make use of formatting in paragraphs
● create and/or merge paragraph(s)
● insert and/r remove line break
● practice in
aligning text: use align, indent, tab tools
● alignment of text: left, center, right,
justified
● indent paragraphs: left, right, first line
● set, remove and use tabs: left, center, right,
24 decimal LS6DC-DA/WP-PSC-AE/JHS-24 √ √
● apply spacing: between paragraphs, above,
below, single, 1.5 lines, double line
● add a box border and
shading/background color to a paragraph
● apply an existing character style to selected
text
● apply an existing paragraph style to one or
more paragraphs
● copy format tool
May 2019 Page 257

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Demonstrate good practice in table creation,
table formatting, and inserting graphical objects
create a table ready for data insertion
● insert and/or edit data in a table
● select rows, columns, cells, entire table
● insert and delete: rows and columns
● modify cell border: line style, width, color
● add shading/background color to cells
25 EPP4IE-0g-13 LS6DC-DA/WP-PSC-AE/JHS-25 √ √
 insert an object (picture, image, chart,
drawn object) to a specified location in a
document
 select an object
 copy and/or move an object within a
document and/ or between open documents
 resize and/or delete an object
Demonstrate the process of mail merge
 prepare a document, as a main document
for a mail merge
 select mailing list or other date file for use
in a mail merge
CS_ICT11/12-
26  insert data fields in a mail merge main LS6DC-DA/WP-PSC-AE/JHS-26 √ √
ICTPT-Ic-d-4
document
 merge a mailing list with a letter
 label document as a new file or printed
output
 print mail merge outputs
Finalize a document using page setup,
headers/footers, spell checking, and printing
commands
27  document orientation: portrait, landscape LS6DC-DA/WP-PSC- AE/JHS-27 √ √
 paper size
 margins of entire document: top, bottom,
left, right
May 2019 Page 258

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
 insertion of a page break in a document
 deletion of a page break in a document
 add text in headers & footers
 edit text in headers & footers
 add field in headers, footers: date, page
number, file name
 apply automatic page numbering to a
document
 spell check a document
 make changes like: correcting spelling
errors, deleting repeated words
 add words to a built-
in custom dictionary using a spell checker
 preview a document
 print a document from an installed printer
using output options like entire document,
specific pages, number of copies
B. Spreadsheets
Make use of the spreadsheet application to EPP4IE-0g-14
28 LS6DC-DA/S-PSC- AE/JHS -28 √ √
generate different documents EPP5HE-0h-21
Demonstrate how to open/close a spreadsheet
29 LS6DC-DA/S-PSC- AE/JHS -29 √ √
application
Create a new spreadsheet based on the different
30 LS6DC-DA/S-PSC-AE/JHS-30 √ √
available templates
Demonstrate how to save a spreadsheet to a
location on a drive
Show how to save a spreadsheet under another
name to a location on a drive
Demonstrate how to save a spreadsheet as
● Excel template
● text
● PDF
● Web Page
May 2019 Page 259

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
spreadsheets
35 Use available HELP functions LS6DC-DA/S-PSC-AE/JHS-35 √ √

Distinguish the different uses of
magnification/zoom tools
● display
37 ● hide built-in toolbars LS6DC-DA/S-PSC-AE/JHS-37 √ √
● restore
Demonstrate understanding of using cells in a
spreadsheet
Demonstrate understanding that a cell in
39 worksheet should only contain one element of LS6DC-DA/S-PSC-AE/JHS-39 √ √
data
Make use of creating lists:
 avoid blank row and columns in the main
40 body of list LS6DC-DA/S-PSC-AE/JHS-40 √ √
 insert blank row before the total row
 ensure cell bordering lists are blank
Show how to insert and select a cell
 enter a number, date, text in a cell
 select a cell, range of adjustment and non
adjacent cells, entire worksheet
Explain the process of revising data elements in
the spreadsheets
 copy content of a cell: cell range within a
worksheet, between worksheets, between
42 open worksheets LS6DC-DA/S-PSC-AE/JHS-42 √ √
 use the autofill tool
 copy handle tool to copy
 increment data entries
May 2019 Page 260

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
 move content of a cell
 worksheet, between worksheets, between o
pen spreadsheets
 delete cell contents
Apply the process of modifying rows and
columns
● choose a row, range adjacent and
nonadjacent rows
● select a column, range of adjacent and
43 nonadjacent columns LS6DC-DA/S-PSC-AE/JHS-43 √ √
● insert rows and columns
● delete rows and columns
● adjust column widths: row heights to a
specified value, to optimal width or height
● freeze/unfreeze row and/or column titles
Demonstrate suitable practices in customizing
worksheets
 switch between worksheets
 insert a new worksheet
 delete a worksheet
44  delete rows and columns TLEIE6-0f-12 LS6DC-DA/S-PSC-AE/JHS-44 √ √
 use meaningful worksheet names rather tha
n accept default names
 copy a worksheet within a spreadsheet
 move a worksheet within a spreadsheet
 rename a worksheet within a spreadsheet
Employ good practices in using arithmetic
formulas and functions in spreadsheets
Apply different practices in formula creation:
46 refer to cell references rather than type LS6DC-DA/S-PSC-AE/JHS-46 √ √
numbers into Formulas
Create formulas using cell references and
47 LS6DC-DA/S-PSC-AE/JHS -47 √ √
arithmetic operators
May 2019 Page 261

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Identify and understand standard error values
48 associated with using formulas: #NAME?, LS6DC-DA/S-PSC-AE/JHS-48 √ √
#DIV/0!,#REF!
Use relative, absolute cell referencing in
formulas
Employ the following spreadsheet functions:
● sum
● average
● minimum
● maximum
● count
● COUNTA
● round
Use the logical function if (yielding one of two
51 specific values) with comparison operator: =, >, LS6DC-DA/S-PSC-AE/JHS-51 √ √
<
Demonstrate the use of number/dates and
contents in a spreadsheet
Apply the process of formatting cells in
spreadsheet:
● display numbers to a specific number of
decimal places
● display numbers with/without a
separator to indicate thousands
54 Format cells to display a date style LS6DC-DA/S-PSC-AE/JHS-54 √ √
55 Format cells to display a currency symbol LS6DC-DA/S-PSC-AE/JHS-55 √
56 Setup cells to display number as percentages LS6DC-DA/S-PSC-AE/JHS-56 √ √
Change cell content appearance:

57 ● font sizes LS6DC-DA/S-PSC-AE/JHS-57 √ √
● font types
May 2019 Page 262

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Apply formatting to cell contents:
● bold
58 ● italic LS6DC-DA/S-PSC-AE/JHS-58 √ √
● underline
● double underline
Apply different colors to cell content and cell
59 background LS6DC-DA/S-PSC-AE/JHS-59 √ √
Copy the formatting from:

● a cell
● cell range to another cell
● cell range
Use alignment and border effects in customizing
a cell in a spreadsheet
● text wrapping to contents within a cell, cell
range
● cell contents alignment: horizontally,
61 vertically LS6DC-DA/S-PSC-AE/JHS-61 √ √
● cell content orientation
● merge cells
● center a title in a merged cell
● border effects to a cell
● cell range: lines, colors
Determine the suitable way of creating and editi
ng charts in spreadsheet
Create different types of charts in a
spreadsheet:
● column chart
● bar chart
● line chart
● pie chart
May 2019 Page 263

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Edit different types of charts in a spreadsheet:
● selection of a chart
● change of chart type
● move a chart
● resize a chart
● delete a chart
● add a chart title
● remove a chart title
● edit a chart title
● data labels to a chart: values/numbers,
percentages
● chart area background: color, legend, fill
color
● color change in a chart: column, bar line, pie
slice
● color change in a
chart: font size, color of chart
title, chart axes, chart legend text
Demonstrate the preparation of outputs in a
65 spreadsheet in terms of setup, checking, and LS6DC-DA/S-PSC-AE/JHS-7
printing
● worksheet margins: top, bottom, left, right
● worksheet orientation: portrait, landscape
● paper size
● adjustment of page setup to fit worksheet
contents on a specified number of pages
● add, edit, delete text in headers, footers in a
worksheet √ √
● insert and delete fields: page numbering
information, date, time, file name,
worksheet name into headers, footers
●check and correct spreadsheet calculations
and text
● turn on, off display of gridlines, display of
row and colum heading for printing
purposes
May 2019 Page 264

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
● apply automatic title row(s) printing on
every page of a printed worksheet
● preview a worksheet
● print a selected cell range from a
worksheet, an
entire worksheet, number of copies of a
worksheet, the entire spreadsheet, a
selected chart
C. Presentation Software
Make use of presentation software application

66 to produce different documents to present LS6DC-DA/PS PSC- AE/JHS-66 √ √
data/information in everyday life
Demonstrate how to open/close a presentation EPP5IE-0j-22
67 LS6DC-DA/PS PSC- AE/JHS-67 √ √
application
Create a new presentation based on the default
template
Demonstrate how to save a presentation to a
69 LS6DC-DA/PS PSC-AE/JHS-69 √ √
location on a drive
Show how to save a presentation under another
name to a location on a drive
Demonstrate how to save a presentation as
● rich text format
71 LS6DC-DA/PS PSC-AE/JHS-71 √ √
● template
● software specific file extension
● version number
72 LS6DC-DA/PS-PSC- AE/JHS-72 √ √
presentations
73 Use available HELP functions LS6DC-DA/PS-PSC- AE/JHS-73 √ √
Distinguish the different use of magnification/z

oom tools
May 2019 Page 265

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
● display
75 ● hide built-in toolbars LS6DC-DA/PS-PSC- AE/JHS-75 √ √
● restore
Demonstrate the creation of a
76 TLEIE6-0i-15 LS6DC-DA/PS-PSC- AE/JHS-76 √ √
new presentation
Make use of different presentation view modes
:
● normal view
● slide sorter view
● outline view
● slide show view
Demonstrate good practice in adding slide titles:
78 Use a different title for each slide to distinguish LS6DC-DA/PS-PSC- AE/JHS-78 √ √
in outline view, and when navigating how view
Adjust between presentation view modes:

● normal view
● slide sorter view
● slide show view
Demonstrate good practice in managing a slide
and a master slide
 different built-in slide layout for a slide
 available design template to a presentation
 background color on specific slide(s), all
slides
80  new slide with a specific slide layout like: LS6DC-DA/PS-PSC- JHS-80 √
title slide, chart and text, bulleted list, table/
spreadsheet
 copy, move slides within the presentation,
between open presentations
 delete slide(s)
 insert a graphical object
May 2019 Page 266

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
(picture, image, drawn object) into master
slide
 removal of a graphical object from a master
slide
 entry of text into footer of specific slides, all
slides in a presentation
 application of automatic slide numbering,
automatically updated date, non
updating date
into footer of specific slides , all slides in a
presentation
Demonstrate understanding of formatting in
81 a presentation file LS6DC-DA/PS-PSC- AE/JHS-81 √ √
Apply different practices in creating slide

content:
 use short concise phrases
82 LS6DC-DA/PS-PSC-AE/JHS-82 √ √
 bullet points
 numbered list
Customize text in a presentation:
 enter text into a placeholder in standard,
outline view
 edit text in a presentation
 copy, move text within, between presentations
 delete text
83  use the undo, redo command LS6DC-DA/PS-PSC-AE/JHS-83 √ √
 change text formatting: font sizes, font types
 apply text formatting: bold italic, underline,
shadow
 apply different colors to text
 apply case changes to text
 align text: left, center, right in a text frame
May 2019 Page 267

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Demonstrate good practices in lists and tables
in a presentation:
● indent bulleted text
● remove indent from bulleted text
● adjust line spacing before and after bulleted,
numbered lists
84 TLEIE6-0i-15 LS6DC-DA/PS-PSC-AE/JHS-84 √ √
● switch between the different standard bullet,
number styles in a list
● enter, edit text in a table slide
● select rows, columns, entire table
● insert , delete rows and columns
● modify column width, row height
Edit charts in a presentation by doing the
following:
● input data to create built-in charts in a
presentation: column, bar, line, pie
● select a chart
● change the chart type
● add, remove, edit a chart line
● add data labels to a chart: values/numbers,
85 percentages TLEIE6-0i-15 LS6DC-DA/PS-PSC-AE/JHS-85 √ √
● select background color of a chart
● change the column, bar, line, pie slice
color in a chart
● create an organization chart with a labeled
heirarchy by using a built-
in organization chart feature
● change the hierarchical structure of an
organization chart
● add, remove subordinates in an organization
Employ good practices in using graphical objects
in presentations.
Insert a graphical object (picture, image, drawn
object) into a slide
May 2019 Page 268

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
88 Select a graphical object LS6DC-DA/PS-PSC-AE/JHS-88 √ √
Make use of tools to customize graphical objects

in a presentation by doing the following:
● copy, move graphical objects, charts within
presentation, between open presentations
● resize, delete graphical objects, charts in a
presentation
● rotate, flip a graphical object
● align a graphical object relative to a
slide: left, center, right, top, bottom
 add different types of drawn object to a
89 slide:line, arrow, block arrow, rectangle, TLEIE6-0i-15 LS6DC-DA/PS-PSC-AE/JHS-89 √ √
square, oval, circle, text box
 enter text into a text box, block arrow,
rectangle, square, oval, circle
 change drawn object background color, line
color, line weight, line style
 apply a shadow to a drawn object
 group, ungroup drawn objects in a slide
●bring a drawn object one level forward, one
level backward, to the front, to the back of
other drawn objects
Demonstrate the finalization of outputs in
90 presentation software in terms of preparation, TLEIE6-0i-15 LS6DC-DA/PS-PSC-AE/JHS-5 √ √
checking, and presentation of slides by doing
the following:
● add/remove transition effects between
slides
● add/remove preset animation effects for
different slide elements
● add presenter notes to slides
● select appropriate output format for slide
presentation like: overhead, handout,
May 2019 Page 269

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
on-screen show
● add different types of drawn object to a
slide:line, arrow, block arrow, rectangle, squ
are, oval, circle, text box
● hide/show slides
● spell check a presentation and make
changes like: correcting spelling errors,
deleting repeated words
●change slide setup, slide orientation to portra
it, landscape
● change paper size
 print entire presentation, specific slides,
handouts, notes pages, outline view of
slides number of copies of a presentation
 start a slide show from first slide, from
current slid
 navigate to next slide, previous slide,
specified slide during a slide show
Make use of presentation software to create a
91 TLEIE6-oj-16 LS6DC-DA/PS-PSCAE/JHS-91 √ √
multimedia presentation
Demonstrate how to save presentation software
in various multimedia presentation formats:
 .pptx (presentation software)
92 LS6DC-DA/PS-PSC-AE/JHS-92 √ √
 .wmv (windows media video)
 .mp4 (mpeg-4 video)
May 2019 Page 270

Content Standard: Digital System Network
Performance Standard D: Navigate the digital global system to search for information and resources, and communicate with others in everyday life
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
1 Explain the origin of the internet LS6DC-DS-PSD-AE-1 √
Discuss the advantages and

disadvantages of the internet
Advantages:
● education
● information
2 LS6DC-DS-PSD-AE-2 √
● communication
Disadvantages:
● health
● privacy/security
● cybercrimes
Describe the different ways to access
the internet
● dial-up (analog)
● DSL
3 LS6DC-DS-PSD- AE/JHS-3 √ √
● cable
● wireless
● satellite
● cellular
Make use of the World Wide Web (www) EN10SS-IVb-1.7
4 LS6DC-DS-PSD-AE/JHS-4 √ √
to search for information F10EP-If-g-29
Browse the world wide web using
different types of internet
connections/internet service providers:
5 ● DSL LS6DC-DS-PSD- AE/JHS-4.1 √ √
● Wireless Broadband
● WiFi
● Ethernet
Use the different search engines in
6 researching a topic EPP5IE-0d-10 LS6DC-DS-PSD-AE/JHS-6 √ √
● Yahoo
May 2019 Page 271

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
● Google
● MSN
● Ask.com
● AOL
● Bing
7 Explain how to bookmark website EPP5IE-0e-13 LS6DC-DS-PSD-AE/JHS-7 √ √
Demonstrate the process of downloading

and uploading files using websites
● download files from websites
● upload files from websites
Create web pages using web
development software
10 Publish web pages on the world wide web LS6DC-DS-PSD-JHS-10 √
Collaborate with other people or group
of people using different user generated
content
● group sites (e.g., Yahoo groups,
TLEIE6-0h-14
11 Google groups) LS6DC-DS-PSD-AE/JHS-11 √ √
TLEIE6-0c-6
● blogs
● discussion forums
● social networking sites (e.g.,
Facebook, Twitter, Instagram)
Make use of communication tools
12 and educational resources in the internet for EPP4IE -0c-5 LS6DC-DS-PSD- AE/JHS-6 √ √
the following purposes: CS_ICT11/12- ICTPT-Ia
Communication F5PU-IIh-2.9
● email EPP5IE-0g-17
● chat TLEIE6-0h-14
● discussion forums
● group sites (e-groups, mailing lists)
● social networking sites (e.g.,
Facebook, Twitter, Instagram)
May 2019 Page 272

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Educational
● blogs
● wikis
● online test/quiz
● online survey
● E-books/online books
● video on demand (e.g., YouTube)
● podcast
● audio/video CDs
● digital encyclopedia (e.g., Encarta)
● digital games
● “Intel Teach” educational tools
● electronic gradebooks
● interactive maps
May 2019 Page 273

Content Standard: Digital Devices

Performance Standard E: Make use of mobile devices as tools to access information and communicate with others
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
1 Explain the meaning of “mobile device” LS6DC-DD-PSE-AE/JHS-1 √ √
Distinguish the characteristics of a mobile
2 LS6DC-DD-PSE- AE/JHS-2 √ √
device
Differentiate the types of mobile devices
●mobile computers
●mobile phones
3 LS6DC-DD-PSE-AE/JHS-3 √ √
●pagers
●personal navigation devices (PND)
●project Ara
Evaluate the different kinds of mobile devices
according to its use:
●mobile internet devices
●mobile tablets/pads
●tablet computers
4 ●wearable computers (e.g., calculator, LS6DC-DD-PSE-AE/JHS-4 √ √
watches, smartwatches, head-mounted
displays)
●Personal digital assistants
●enterprise digital assistants
●ultra-mobile PCs
Employ the use of mobile devices to access
5 information, communicate with others, and LS6DC-DD-PSE-AE/JHS-5 √ √
solve problems in daily life
Practice safe and ethical use of mobile
devices
●phishing
●identity theft
●cyber laws awareness
●mobile etiquette
Discuss the advantages and
disadvantages of using mobile devices
May 2019 Page 274

Content Standard: Digital Ethics

Performance Standard F: Demonstrate ethical practices and values in using technology in the 21st century
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Explain the meaning of digital ethics and EPP4IE-0d- 7
1 LS6DC-DE-PSF-JHS-1 √
why it is important MIL11/12LES
Distinguish ethical versus unethical
behavior as a user of digital technology
● digital plagiarism
● breaking copyright and software theft
2 ● improper use of digital resources LS6DC-DE-PSF-JHS-2 √
● securing information privacy and
confidentiality
● computer fraud
● plagiarism
Practice respectful conduct when
using the internet
● sensitivity to national and local cultures
● avoiding identity misrepresentation and
3 fraud MIL11/12LESI- IIIg-18 LS6DC-DE-PSF- AE/JHS-3 √ √
● internet etiquette while chatting,
emailing, blogging, and using
social media
● protecting personal information
Explain different terminologies in safe
and responsible use of digital technology
● cyber ethics
4 LS6DC-DE-PSF-AE/JHS-4 √ √
● cyber safety
● cyber wellness
● cyber security
Explain how to minimize the risks of
negative online behaviors
5 ● pornography LS6DC-DE-PSF-AE/JHS-5 √ √
● internet addiction
● meeting online strangers
May 2019 Page 275
BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
(inappropriate contacts)
● exposure to violent conduct
● online gambling
● unwanted sharing of personal
information
● online sexual behaviors
● detecting and dealing with cyber bullying
Demonstrate safe and ethical practice to
6 reduce and manage risks and maximize LS6DC-DE-PSF-AE/JHS-6 √ √
opportunities of digital technologies
Digital citizen identity – create and
manage a healthy online identity and
reputation with integrity, aware of one’s
digital persona and able to manage the
short- and long-term impact of one’s online
presence
Digital rights – understand, protect,
and respect personal and legal rights,
such as the right to privacy, intellectual
property rights, freedom of speech and
protection from hate speech; this includes
handling personal information online with
discretion and protecting privacy for oneself
and one’s contacts
Digital higher order thinking –
9 critically evaluate, share, utilize, and create LS6DL-DE-PSF-JHS-9 √
digital content
Digital communication – communicate
10 with others with humility and respect, and LS6DL-DE-PSF-JHS-10 √
in a constructive manner
Digital security – detect cyber threats
(e.g., hacking, scams, malware), and
11 understand and use security tools and LS6DL-DE-PSF-JHS-11 √
practices, such as strong passwords, for
data protection.
May 2019 Page 276

BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Digital safety – Discuss ways on how to
detect risks online (e.g., cyber bullying,
12 grooming, radicalization) and problematic LS6DL-DE-PSF-JHS-12 √
content (e.g., violence and obscenity), and
know how to avoid and limit these risks.
Digital emotional intelligence – practice
self- regulation and empathy, and build
positive relationships using digital media.
13 This includes being sensitive to the needs of LS6DL-DE-PSF-JHS-13 √
self and others while online, and not being
judgmental online or yielding to herd
mentality
May 2019 Page 277

CODE LEGEND

ALS Level Code

Elementary Level (Lower) LE Antas Elementarya (Mababa) MB
Elementary Level (Advanced) AE Antas Elementarya (Mataas) MT
Junior High School JHS Antas Sekondarya AS
May 2019 Page 278

LEARNING STRAND 6: DIGITAL CITIZENSHIP

Sample: LS6DC-DA/WP-PSC-AE/LJHS/AJHS-1
LEGEND SAMPLE
First Entry Learning Strand Learning Strand 6 Digital Citizenship LS6DC
Digital Applications
Content Standard *Word Processing DA/WP
Performance Standard Performance Standard PSC
Uppercase Letter/s Elementary Level (Advanced)/
Level Junior High School AE
Content Standard Code A Word Processing WP

B Spreadsheets S
Digital Concepts DC
C Presentation Software PS
Digital Operations and Management DO
Digital Applications DA
Digital System Network DS
Digital Devices DD
Digital Ethics DE
May 2019 Page 279


Pasig City
Alternative Learning System ijjhj
Learning Strand 1
COMMUNICATION SKILLS: ENGLISH
(BL)
May 2019
May 2019 Page 280

Learning Strand 1 : Communication Skills English

Domain / Macro Skill: Reading
Code ELEMENTARY
BASIC JUNIOR
No. LITERACY LE AE HIGH
Learning Competency K to 12 ALS
(K-G1) (Gr.2-3) (Gr.4-6) SCHOOL
(Gr.7-10)
1 Tell the missing parts in objects / pictures LLKVPD-00-3 LS1CS/EN-R-PSD-BL-61 √

Give the synonyms and antonyms of the
2 LLKV-00-7 LS1CS/EN-R-PSD-BL-62 √
given word
3 Point to the first part / beginning of story LLKBPA-00-8 LS1CS/EN-R-PSD-BL-63 √

Give the number of syllables of given
4 EN1PA-IIIa-b-3.1 LS1CS/EN-R-PSD-BL-64 √
words
Sort and classify familiar words into basic
5 EN1V-Iva-e-3 LS1CS/EN-R-PSD-BL-65 √
categories (colors, shapes, foods, etc)
Note important details in grade level
narrative texts read:
6 a. character. Setting and give the meaning MT1RC-IIIa-1.1 LS1CS/EN-R-PSD-BL-66 √
of words using clues (TPR, pictures, body
movements, etc)
7 Recognize telling and asking sentences EN1G-IIIc-1.3 LS1CS/EN-R-PSD-BL-67 √
Identify the letter, number, or word that is

1 LLKVPD-00-6 LS1CS/EN-R-PSE-BL-35 √
different in a group
Tell the number of syllables in given
2 LLKPA-lg-8 LS1CS/EN-R-PSE-BL-36 √
spoken words
Name objects that begin with a particular
3 LLKV-00-5 LS1CS/EN-R-PSE-BL-37 √
letter of the alphabet
Recognize rhyming words in nursey
4 EN1PA-IIIa-b-2.2 LS1CS/EN-R-PSE-BL-38 √
rhymes, poems, song heard
5 Recognize simple sentences EN1G-IIIb-1.4 LS1CS/EN-R-PSE-BL-39 √
May 2019 Page 281


Pasig City

Learning Strand 1
COMMUNICATION SKILLS: FILIPINO
(BL)
May 2019
May 2019 Page 282

Saklaw/Makrong Kasanayan: Pagbasa
Code ELEMENTARYA JUNIOR

BASIC
HIGH
No. Kasanayang Pampagkatuto LITERACY MB MT
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6)
(Gr.7-10)
Nahuhulaan kung tungkol saan ang kuwento
1 batay sa pamagat ng aklat at sa larawang LLKBPA-00-9 LS1CS/FIL-PB-PPD- BL-63 √
nasa pabalat
Natutukoy ang mga letra na bumubuo sa √
2 LLKAK-lc-1 LS1CS/FIL-PB-PPD- BL-64
pangalang ibinigay
Nakikilala ang mga bagay na nagsisimula sa √
3 LLKV-00-5 LS1CS/FIL-PB-PPD- BL-65
partikular na titik sa Alpabeto
Naibibigay ang kasingkahulugan at √
4 LLKV-00-7 LS1CS/FIL-PB-PPD- BL-66
kasalungat ng mga salita
Nakukuha ang impormasyon mula sa √
5 LLKS-00-3 LS1CS/FIL-PB-PPD- BL-67
larawan na makikita sa kapaligiran
Nasasabi ang mga mensaheng nais ipabatid
6 ng nabasang pananda, patalastas, babala o F1PP-lla-1 LS1CS/FIL-PB-PPD- BL-68 √
paalala
Natutukoy ang kahulugan ng salita batay sa
7 kumpas, galawa, expresyon ng mukha, F1PT-llb-f-6 LS1CS/FIL-PB-PPD- BL-69 √
ugnayang salita-larawan
8 NAtutukoy ang ugnayan teksto at larawan F1AL-llj-5 LS1CS/FIL-PB-PPD- BL-70 √
Natutukoy ang simula ng

9 F1AL-lle-2 LS1CS/FIL-PB-PPD- BL-71 √
pangungusap/talata/kuwento
Natutukoy ang kahulugan ng salita batay sa
10 F1PP-lllh-1.4 LS1CS/FIL-PB-PPD- BL-72 √
kasingkahulugan
Napagyayaman ang talasalitaan sa
11 pamagitan ng pagbubuo ng mga salita gamit F1PT-lllj-9 LS1CS/FIL-PB-PPD- BL-73 √
ang mga pantig
Natutukoy ang kahulugan ng salita batay sa LS1CS/FIL-PB-PPD- BL-74
12 F1PT-IV-h-1.5 √
kasalungaat
May 2019 Page 283

Saklaw/Makrong Kasanayan: Pagsulat (PU)
Code ELEMENTARYA JUNIOR

BASIC
HIGH
No. Kasanayang Pampagkatuto LITERACY MB MT
K to 12 ALS SCHOOL
(K-G1) (Gr.2-3) (Gr.4-6) (Gr.7-10)
Nakikilala ang mga taong nakatutulong sa
1 komunida hal. guro, bombero, pulis, at iba KMKPKom-00-2 LS1CS/FIL-PU-PPE-BL-28 √
pa
Nababaybay nang wasto ang mga salitang
2 may tatlo o apat na pantig na natutuhan sa F1PY-lle-l-2.1.f2-2 LS1CS/FIL-PU-PPE-BL-29 √
aralin
May 2019 Page 284

Pasig City

Learning Strand 3
MATHEMATICAL AND PROBLEM SOLVING SKILLS
(BL)
May 2019
May 2019 Page 285


BASIC HIGH
K to 12 ALS
(K-G1) (Gr.2–3) (Gr.4–6) (Gr.7-10)
1 Add quantities up to 10 using concrete objects MKAT-00-8 LS3MP-NN-PSB-BL-150 √
Compare two groups of objects to decide

2 MKC-00-8 LS3MP-NN-PSB-BL-151 √
which is more or less or if they are equal
Solve simple addition and subtraction number
stories (up to quantities of 10) read by the
3 teacher using a variety of ways (e.g. concrete MKAT-00-11 LS3MP-NN-PSB-BL-152 √
materials, drawings) and describe and explains
the strategies used
4 Illustrates addition as “putting together or M1NS-lla-23 LS3MP-NN-PSB-BL-153 √

combining sets”
Visualizes and adds numbers with sums
5 M1NS-llc-27.3 LS3MP-NN-PSB-BL-154 √
through 99 without or with regrouping
Visualizes, represents and solves routine and

non routine problems involving subtraction of
6 whole numbers including money with M1NS-lli-33.1 LS3MP-NN-PSB-BL-155 √
minuends up to 99 with and without rerouping
uising strategies and tools
Visualizes and identifies ½ and ¼ of a whole
7 M1NS-lllb-72.1 LS3MP-NN-PSB-BL-156
object √
8 Recognize simple shapes in the environment MKSC-00-1 LS3MP-G-PSC-BL-60 √
Identifies, names, and describes the four basic

9 shapes (square, rectangle, triangle and sircle) M1GE-llle-1 √
LS3MP-G-PSC-BL-61
in 2 – dimentional (flat/plane) and 3
dimensional (solid) objects.
10 Tell time by the hour MKME-00-7 LS3MP-M-PSD-BL-106 √
May 2019 Page 286


BASIC
HIGH
K to 12 ALS SCHOOL
(K-G1) (Gr.2–3) (Gr.4–6) (Gr.7-10)
Compare objects based on their size, length,
weight/mass
11 Big/little MKME-00-2 LS3MP-M-PSD-BL-107 √
Longer/shorter
Heavier/lighter
Determines the the day or the month using a
12 M1ME-IVa-2 LS3MP-M-PSD-BL-108 √
calendar
Determines the missingterm/s in a given
continuous pattern using one attribute
13 M1AL-lllg-1 LS3MP-PA-PSE-BL-87 √
(letters/numbers/events), e.g. ABCD,…
2,3,,5,6,7
14 Discuss simple pictograph MKAP-00-3 LS3MP-SP-PSF-BL-51
√
Infers and interprets data presented in a
15 M1SP-IVh-3.1 LS3MP-SP-PSF-BL-52 √
pictograph without scales
16 Complete patterns MKSC-00-19 LS3MP-SP-PSF-BL-53 √
May 2019 Page 287

RODERICK P. CORPUZ -Supervising Education Program Specialist

RENATO A. SAN JUAN, JR. -Supervising Education Program Specialist
ERLINDA G. ANGELES -Education Program Specialist II
CLARISA D.R . TORIBIO -Education Program Specialist II
RONWALDO Z. DABU -Administrative Assistant III
LEXLIE C. PAGATPATAN -Administrative Assistant II
IRENE D. BARZAGA -Master Teacher II On Detail
PEPITO C. VENTURA -Master Teacher I On Detail
JENELYN M. BAYLON -Master Teacher I On Detail
CHRISTINE B. BANZUELA -Master Teacher I On Detail
SHERLY H. CRUZ -Education Program Specialist II On Detail
JEFFREY L. MILLENA -Technical Assistant
CHYREL T. PAGATPATAN -Administrative Support
PATRICK JOHN V. BARRIENTOS -Administrative Support
JAYCEE RYAN L. BERNARDO -Administrative Support
JAYPEE C. APULI -Administrative Support
EDGARDO D. SUAÑO, JR. -Utility
CONSULTANTS:
SEVILLA A. PANALIGAN
PHILIP PURNELL
May 2019 Page 288

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Republic of the Philippines

Alternative Learning System

In turn, this enhanced ALS curriculum is expected to pave the

To our ALS learners, may this improved curriculum enable you to

I extend my sincerest gratitude to everyone who tirelessly support

Alternative Learning System

Learning Strand 1: Communication Skills English

The framework of Learning Strand 1, English is schematically presented below.

Ability to access, critically

Access Process and Use

Listening Speaking Viewing Reading Writing

Effective functioning as a Active participation in

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Note how this is illustrated in the example below:

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For Performance Standard C, which concentrates on Viewing, examples are as follows:

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For Performance Standard E, which concentrates on Writing, examples are as follows:

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Domain/Macro Skill: Listening

(Basic Literacy Level)

(Elementary and Junior High School Level)

2 Give one’s reaction to an event or issues EN1LC-IVa-j-3.12 LS1CS/EN-L-PSA-BL-2 √

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Code ELEMENTARY JUNIOR

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Code ELEMENTARY JUNIOR

Follow a set of oral/ verbal instructions/ LS1CS/EN-L-PSA-LE/JHS-15

Relate information and events in a selection

Code ELEMENTARY JUNIOR

Recognize main/ key ideas EN7LC-II-b-3.3 LS1CS/EN-L-PSA-JHS-22

Give a simple paraphrase EN3LC-Ic-3.11 LS1CS/EN-L-PSA-LE-24 √

Accept or reject ideas of the speaker/

Analyze sound devices(onomatopoeia,

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Code ELEMENTARY JUNIOR

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Domain/Macro Skill: Speaking

(Elementary and Junior High School Level)

Code ELEMENTARY JUNIOR

1 Use everyday expressions correctly in

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Code ELEMENTARY JUNIOR

Follow one-to-two step directions EN1OL-IVg-h-3.6

8 Relate story events to one’s experience EN4OL-IIe-1.1 LS1CS/EN-S-PSB-AE-8 √

9 React to what the characters said in the story EN4OL-IIi-2.6 LS1CS/EN-S-PSB-AE-9 √

Retell best-liked part of the story heard, news

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Code ELEMENTARY JUNIOR

Express ideas opinions and feelings about EN3OL-IIIe-1.16.4 √ √

18 Recognize telling and asking sentences EN1G-Ic-e-1.3 LS1CS/EN-S-PSB-BL-18 √

Identify and use concrete nouns and abstract

20 Use collective nouns EN4G-Ih-3.9 LS1CS/EN-S-PSB-AE-20 √

Identify and use mass nouns and count

22 Identify and use quantifiers of mass noun EN4G-Ie-34 LS1CS/EN-S-PSB-AE-22 √

23 Identify and use possessive nouns EN4G-If-35 LS1CS/EN-S-PSB-AE-23

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Code ELEMENTARY JUNIOR

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Code ELEMENTARY JUNIOR

44 Use appropriate adverbs of frequency EN6G-IId-6.7 LS1CS/EN-S-PSB-AE-44 √

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