SESSION

TITLE: Understanding the Mathematics Curriculum + Walkthrough of the Grade 6 Mathematics Curriculum Guide
NO. OF PARTICIPANTS: ≈70 MALE: FEMALE:
DURATION: 6 hours
OBJECTIVES:
At the end of the 6-hour session, the participants should be able to gain a deep understanding of the Grade Six Mathematics Curriculum.
Specifically, they should be able to:
1. explain the key aspects of K to 12 Mathematics as embedded in the conceptual framework of mathematics education;
2. distinguish the significant contents of the Grade 6 mathematics curriculum guide; and
3. discuss how to use the curriculum guide in planning for instruction.

KEY UNDERSTANDING/LEARNING POINTS:
§ The K to 12 Mathematics curriculum is standards-based, follows a spiral progression of topics, and is focused on the development of
critical thinking and problem solving skills.
§ The twin goals of mathematics in the basic education levels:
Ø Critical Thinking – the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or
communication, as a guide to belief and action (Scriven & Paul, 1987)
Ø Problem Solving – finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown
(Polya, 1945 & 1962)
§ As adopted from the framework prepared by MATHTED and SEI (2010), the five content areas in the curriculum are:
Ø Numbers and Number Sense: include concepts of numbers, properties, operations, estimation, and their applications
Ø Measurement: includes the use of numbers and measures to describe, understand, and compare mathematical and concrete
objects; focuses on attributes (e.g. length, mass and weight, capacity, time, money, temperature) and applications (e.g. perimeter,
area, surface area, volume, angle measure)
Ø Geometry: includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning, and
geometric modelling and proofs
Ø Patterns and Algebra: includes studies of patterns, relationships and changes among shapes and quantities; includes the use of
algebraic notations and symbols, equations, and most importantly, functions, to represent and analyze relationships
Ø Probability and Statistics: includes developing skills in collecting and organizing data using charts, tables and graphs;
understanding, analyzing and interpreting data; dealing with uncertainty; and making predictions about outcomes

§ The specific skills and processes to be developed are: (1) knowing and understanding; (2) estimating, computing and solving; (3)
visualizing and modeling; (4) representing and communicating; (5) conjecturing, reasoning, proving and decision-making, and; (6)
applying and connecting.
§ Values and attitudes that also need to be honed are (1) accuracy, (2) creativity, (3) objectivity, (4) perseverance, and (5) productivity.
§ Various tools that can be used appropriately in teaching mathematics are manipulative objects, measuring devices, calculators and
computers, Smart phones and tablet PCs, and the Internet.
§ We define context as a locale, situation or set of conditions of Filipino learners that may influence their study and use of mathematics
to develop critical thinking and problem solving skills. Contexts refer to beliefs, environment, language and culture that include
traditions and practices, and learner’s prior knowledge and experiences.
§ The framework is supported by the following underlying learning principles and theories: (1) Experiential and Situated Learning,
(2) Reflective Learning, (3) Constructivism, (4) Cooperative Learning and (5) Discovery and Inquiry-based Learning.
§ Content Standards identify and set the essential knowledge and understanding that should be learned. They answer the question
“What should the learner be able to know and understand?” The learners are expected not only to understand but also to demonstrate
what they learn, thus providing evidence of learning.
§ Performance Standards describe the skills that learners are expected to demonstrate in relation to the content standards. They
answer the questions “What can the learners do with what they know?” and “How well must learners do their work?” The learners are
expected to work independently or collaborate with others to produce products and/or performances to prove that they can apply
what they learn in real-life situations.
§ Learning Competency refers to the specific statements of knowledge, understanding, skills and attitudes that learners need to
demonstrate in a lesson and/or activity.

REFERENCES:
Department of Education (August 2016). K to 12 Mathematics Curriculum Guide. Retrieved from
http://www.deped.gov.ph/sites/default/files/page/2016/Math%20CG.pdf

SESSION PLAN
Objectives
The participants Key Learning Points Methodology/Activity Materials Time
should be able to:
Get an overview Introduction:
of the session Show the title slide. Slide 1 2 min
Say: Imagine entering a math class at the start
of the school year. What expectations do we
usually hold about our learners if we are only
meeting them for the first time? As time and
lessons go by, we will find out that our learners
learn math in various ways and perform at

different levels. We always hope that our

learners meet or go beyond the expectations
we have set for them or they have set for
themselves. However, at times, this may not be
the case. An important question to ask now is:
“How do we ensure that the math curriculum
we have actually translates to the holistic
development of the 21st-century Filipino that
the Kto12 envisions?”

Show Slide 2. Slide 2 2 min
Say: In this session and the next, much of our
discussion will focus on the features of the
Kto10 Mathematics Curriculum. However,

while I attempt to ensure that our discussion

be as comprehensive as possible, please take
note that everything that we will be taking up
today represents only the tip of an iceberg. As
they say, there is so much more than meets the
eye. We can only determine the size of an
iceberg once we go underwater. Similarly,

Objectives
The participants Key Learning Points Methodology/Activity Materials Time
should be able to:
scratching the surface of the contents of the
Mathematics curriculum is obviously not
enough. It is only natural then that as we move
on to the succeeding sessions, we will take a
closer look at various aspects of Mathematics

instruction to initiate an understanding of how
the curriculum can be implemented effectively

in Grade Six classrooms.

Objectives of the session:
Show Slide 3. Slide 3 1 min
§ explain the key aspects of K to 12
Mathematics as embedded in the
Present the objectives of the session.
conceptual framework of mathematics
education
§ distinguish the significant contents of the
Grade 6 mathematics curriculum guide
§ discuss how to use the curriculum guide in
planning for instruction
Construct a A concept map is a type of graphic ACTIVITY 1:
concept map of organizer used to help students organize Show Slide 4. Slide 4 15 min
ideas pertaining and represent knowledge of a subject. Distribute the materials to each group. Manila
to the word Concept maps begin with a main idea (or Give instructions on how to proceed with paper,
“curriculum” concept) and then branch out to show how the activity. metacards,
that main idea can be broken down into marker,
specific topics. coloring
materials
Show Slide 5.
Call on a representative from each group to Slide 5 15 min
present their output.

Objectives
The participants Key Learning Points Methodology/Activity Materials Time
should be able to:
Compare and ANALYSIS 1: 15 min
contrast the Guide the participants in reflecting about
concept maps the activity by asking the following
created questions.
1. What were thoughts while doing the
Reflect on their activity?
experience in 2. How did you facilitate the sharing and
doing the activity consolidation of ideas within your group?
3. What did you find easy/challenging in
accomplishing this task? Why?
4. What concept/s is/are common to all (or
most of) the concept maps? What is/are
unique in each one?
5. How did you formulate your own
definition for curriculum? What elements
did you consider?

Identify aspects of ACTIVITY 2:
K to 12 Show Slide 6. Slide 6 30 min
mathematics that Distribute the materials to each group. Manila
promote the Instruct them to draw a picture of a child paper,
holistic on a Manila paper. Then, let them place metacards,
development of their answers to the following questions on marker,
21st–century the different parts of the child’s body. coloring
learners § What mathematical contents should be materials
learned?
§ What skills and processes should be
developed?
§ What values and attitudes should be
acquired?

Objectives
The participants Key Learning Points Methodology/Activity Materials Time
should be able to:
§ What mathematical tools must be used?
§ What contextual factors may affect
mathematics learning?

Show Slide 7. Slide 7 20 min
Call on a representative from each group to
present their output.

Compare and ANALYSIS 2:
contrast the Show Slide 8. Slide 8 15 min
diagrams created Let them reflect about the activity.
Pose the following questions:
Reflect on their 1. What were your thoughts while doing the
experience in activity?
doing the activity 2. How was the sharing of ideas done within
your group?
3. Which of the questions did you find easy to
answer? Which ones were not? Why?
4. What similarities/differences in the
answers do you notice?
5. Do you find this activity useful? Why or
why not?

ABSTRACTION 1:
Establish the connection of Activity 2 to
the mathematics curriculum framework by
saying that their answers depict what they
deem are essential in a mathematics
program.

Objectives
The participants Key Learning Points Methodology/Activity Materials Time
should be able to:

Explain the key Mathematics pervades life at any age and in any Show Slide 9. Slide 9 3 min
aspects of K to 12 circumstance. Thus, its value goes beyond the Present the conceptual framework for
Mathematics as classroom and the school. Mathematics as a mathematics education. From hereon,
embedded in the school subject, therefore, must be learned discuss each component in the framework
comprehensively and with much depth. The
conceptual comprehensively.
conceptual framework for mathematics
framework of education provides teachers an overview of

mathematics what it means to teach and learn mathematics
education in the K to 12 Basic Education Program.

The twin goals of mathematics in the basic Show Slides 10 and 11. Slides 10-11 10 min
education levels are Critical Thinking and Ask: What are the twin goals of K to 10
Problem Solving (refer to Key Learning Points Mathematics?
above for more details)



The framework is supported by the following Show Slides 12 to 17. Slides 12-17 10 min
underlying learning principles and theories: Ask: What learning principles and theories
Experiential and Situated Learning, are embedded within the framework?
Constructivism, Reflective Learning,

Cooperative Learning and Discovery and

Inquiry-based Learning (refer to Key Learning

Points above for more details).


The five content areas in the curriculum are Show Slide 18. Slide 18 10 min
(1)Numbers and Number Sense, (2) Geometry, Ask: What mathematical content must our
(3) Measurement, (4) Patterns and Algebra, learners encounter during their basic
and (5) Statistics and Probability (refer to Key education years?
Learning Points above for more details).

Objectives
The participants Key Learning Points Methodology/Activity Materials Time
should be able to:
The specific skills and processes to be Show Slides 19 to 24. Slides 19-24 15 min
developed are: knowing and understanding; Ask: What mathematical skills and
estimating, computing and solving; visualizing processes should be emphasized in our
and modeling; representing and classrooms?
communicating; conjecturing, reasoning,

proving and decision-making, and: applying
and connecting.


Values and attitudes that also need to be honed Show Slide 25. Slide 25 10 min
are accuracy, creativity, objectivity, Ask: What values and attitudes must we
perseverance, and productivity. inculcate in our learners as they learn
mathematics?

Various tools that can be used appropriately in Show Slide 26. Slide 26 10 min
teaching mathematics are manipulative
Ask: What appropriate tools can we use to
objects, measuring devices, calculators and
computers, Smart phones and tablet PCs, and
teach mathematics effectively?
the Internet.

Context is defined as a locale, situation or set of Show Slide 27. Slide 27 10 min
conditions of Filipino learners that may Ask: What contextual factors may influence
influence their study and use of mathematics their mathematics learning?
to develop critical thinking and problem
solving skills. Contexts refer to beliefs,

environment, language and culture that
include traditions and practices, and learner’s

prior knowledge and experiences.

Objectives
The participants Key Learning Points Methodology/Activity Materials Time
should be able to:
Show Slide 28. Slide 28 5 min
Wrap up the discussion on the conceptual
framework by highlighting its implications
on the delivery of quality mathematics
education in the country.

Show Slide 29. Slide 29 2 min
Say: As per Deped Order #42 s. 2016, the
content standards, performance standards,
learning competencies, and codes
stipulated in the curriculum guide shall be
included in the preparation of DLLs and
DLPs. But what do these information
actually mean? How important are they in
planning for mathematics instruction? We
will attempt to answer these questions in
our next activity.

Distinguish ACTIVITY 3
significant Show Slide 30. Slide 30 30 min
contents of the Lead the participants to walk-through the Grade 6 CG,
Grade 6 curriculum guide. Let them analyze how cartolina or
Mathematics the conceptual framework is articulated Manila
curriculum guide into the curriculum guide. Then let them paper,
discuss within their groups using the marker
following guide questions.
§ What is a learning area standard? A key
stage standard? A grade level standard?
How are they related to one another?

Objectives
The participants Key Learning Points Methodology/Activity Materials Time
should be able to:
§ What is a content standard? What is a
performance standard? How are they
similar/different from each other? How are
they related to the learning area, key stage
and grade level standards?

§ What are learning competencies? How are
they related to the content and
performance standards? Why are they
coded?

Reflect on their ANALYSIS 3:
experience in Guide the participants in reflecting about 10 min
doing the activity the brainstorming session they have just
done. Pose the following questions:
§ How did you facilitate the sharing and
consolidation of ideas within your group?
§ Which of the questions did you find easy to
answer? Which ones were not? Why?
§ Why is it important for teachers to
understand what these ideas mean and
how they are related to each other?

ABSTRACTION 2:
Discuss how to A Learning Area Standard states the general Show Slide 32. Slide 32 2 min
use the expectations to be demonstrated by learners Ask: What is a Learning Area Standard?
after going through the course of study.


curriculum guide
in planning for
A Key Stage Standard states the expected Show Slide 33. Slide 33 3 min
instruction
learning outcomes that learners should be able Ask: What is a key stage standard?
to demonstrate in relation to the various topics
covered within each key stage.

Objectives
The participants Key Learning Points Methodology/Activity Materials Time
should be able to:

Content Standards identify and set the Show Slide 34. Slide 34 5 min
essential knowledge and understanding that Ask: What are content standards?
should be learned. They answer the question
“What should the learner be able to know and


understand?” The learners are expected not

only to understand but also to demonstrate
what they learn, thus providing evidence of
learning.

Performance Standards describe the skills that Show Slide 35. Slides 35 5 min
learners are expected to demonstrate in Ask: What are performance standards?
relation to the content standards. They answer


the questions “What can the learners do with

what they know?” and “How well must
learners do their work?” The learners are
expected to work independently or collaborate
with others to produce products and/or
performances to prove that they can apply
what they learn in real-life situations.

Learning Competencies refer to the specific Show Slides 36 to 38. Slides 36-38 10 min
statements of knowledge, understanding, skills Ask: What are learning competencies? Why
and attitudes that learners need to are they coded?
demonstrate in a lesson and/or activity. The
codes pertaining to each competency allow

teachers to track the progression of topics
across grade levels, to locate related

instructional materials in the LRMDS, and to
ensure effective organization and management
of their lessons through their DLPs or DLLs.

Objectives
The participants Key Learning Points Methodology/Activity Materials Time
should be able to:
APPLICATION:
Articulate how Show Slide 39. Slide 39 3 min
the Grade 6 Assign each group with a content strand to Grades 5, 6
competencies are work on. and 7 CGs,
related to the Suggested assignment (for 5 groups) Manila
Grade 5 and N & NS Geom P & A Meas
Stat & paper,
Grade 7 Prob Marker
1 1 1 1 1
competencies

Show Slide 40. Slide 40 30 min
Let them analyze how the Grades 5, 6 and
7 learning competencies are related to
each other. Instruct them to choose at least
two Grade 6 competencies, and locate the
Grade 5 and Grade 7 competencies that
precede and succeed those, respectively.
Inform them to present their work using
the table below.

Learning Competencies
Content Strand
Grade 5 Grade 6 Grade 7
Numbers and

Number Sense
(Topic: Whole
numbers)
(Note: Emphasize that the Grade 6 competencies
should be identified first.)

Objectives
The participants Key Learning Points Methodology/Activity Materials Time
should be able to:
Show Slides 41 to 46. Slides 41-46 30 min
Present the coverage of topics per strand
per grade level. Then, call on a group
representative to present their output for
the strand being shown. Let the other
groups share their observations after each
presentation.

The K to 12 Mathematics curriculum is Show Slide 47. Slide 47 10 min
standards-based, follows a spiral progression Ask: What are the features of the K to 12
of topics, and is focused on the development of mathematics curriculum?
critical thinking and problem solving skills.
Discuss how to Show Slide 48. Slide 48 20 min
use the Guide the participants in articulating their
curriculum guide understanding of the mathematics
in planning for curriculum by posing the following
instruction questions:
§ How will the curriculum guide help you
in planning for instruction, and in
achieving the goals of mathematics
education for Grade 6?
§ In what ways can you actually show
that you are well equipped with the
necessary knowledge and skills in
implementing the mathematics
curriculum?
§ What challenges do you foresee in the
implementation of the curriculum?
How will you address these challenges?

Objectives
The participants Key Learning Points Methodology/Activity Materials Time
should be able to:
Closure:
Show Slides 49 and 50. Slides 49-50 2 min
End the session with this quote:
“Math knows no races or geographic
boundaries; for mathematics, the cultural
world is one country.”
- David Hilbert -

Prepared by:
JAYSON A. LACBAYAN
Principal I
Sto. Niño Central ES and SPED Center
SDO-Cagayan
DepEd-Region II


Checked by:
JOSEPH RANDOLPH P. PALATTAO
Supervising Education Program Specialist
Teaching and Learning Division
Bureau of Learning Delivery
Department of Education




These materials are designed for use during the Grade 6 National Training of Trainers (NTOT) and the subsequent Mass Training of Teachers.
Reproduction or use of this material for non-DepEd-initiated trainings is strictly prohibited.