REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION

MELCs
Definitive Budget of Work
(DBOW)

MATHEMATICS
 MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN MATHEMATICS 1 TO 10 FOR SY 2021-2022
This Definitive Budget of Work in Mathematics for Grades 1 to 10 is based on the Most Essential Learning Competencies (MELCs)
in Mathematics which were sub-tasked to ensure the full coverage of the MELCs given the number of school days in the school
calendar in this time of pandemic. This aims to serve as a guide to Mathematics teachers in the National Capital Region on the
topics they need to teach in order to meet the standards of the curriculum.

Features/Elements

The MELCs Definitive Budget of Work (DBOW) in Mathematics has the following components:

A QUARTER 1
B Content Standard:
C Performance Standard:
D E MELC G Number of H Remarks
# days
taught
1 E
F Day 1:
Day 2:
Day 3:
Day 4:

A: is the quarter covered by the DBOW on the particular grade level in Mathematics
B: lists down the content standard/s for the particular math domain
C: lists down the performance standard/s for the particular math domain
D: is the continuous numbering of MELCs in the grade level. In this way, it would be easier to identify any MELC in any grade level.
It can be noted that there are 544 MELCs in Mathematics from Grades 1 to 10 which is breakdown as follows:
Grade 1 – 38 Grade 3 – 56 Grade 5 – 75 Grade 7 – 53 Grade 9 – 46
Grade 2 – 54 Grade 4 – 67 Grade 6 – 62 Grade 8 – 52 Grade 10 – 41
E: is the list of MELCs in the identified quarter. Note that those in bold font are the original MELCs issued by the central office.
F: is the unpacked/sub-tasked MELCs broken down into smaller learning competency (LC) distributed to the number of days
indicated in the time allotment of MELCs. However, most of the time, the DBOW writers veered away from the time allotment
since the issued MELCs of the Central Office contains 9 weeks per quarter in Mathematics, but the school calendar only has 8
weeks per quarter. There are also instances that the MELC cannot be unpacked since the MELC is already too specific.
G: shows the number of days the specified MELCs should be taught.
H: contains the remarks indicating the prerequisite skills that needed to be taught prior to the teaching of the specified MELC. It
also contains tips and advice on how to better foster among learners the mastery of the indicated MELC.

Prerequisite competencies that were indicated in column H came from the quarterly MELCs audit conducted by the Curriculum
and Learning Management Division (CLMD) of DepEd-NCR during the SY 2020-2021. The MELCs audit showed competencies that
were not covered by teachers in the said school year. This is to address learning gaps that might occur since the mathematics
curriculum is in a spiral progression.

How to Use this MELCs DBOW in Mathematics

This MELCs DBOW in Mathematics is a guide for teachers that they can use as a reference in crafting their learning plan as
well as the Weekly Home Learning Plan for learners.

Math teachers should:

 be aware of the features/elements of this DBOW as discussed in the previous section.
 look for the grade level being handled and the quarter at the time of teaching.
 identify the MELC that needs to be taught for the quarter.
 be conscious of the prerequisite competency/ies indicated in column H that they need to discuss prior to the teaching of
the current competency. It is recommended that the discussion and exercises for the prerequisite competency be given
during Saturdays as a remediation activity addressing the learning gap.
 consider the tips or advice also placed under column H in order to enhance the mastery of the competencies.
 examine and implement the LC per day in order to fully cover the MELC.
 design lessons using the DBOW considering the number of days the MELC must be taught.
 deliver the LCs as specified in the DBOW using varied platforms considering the learning modality of the learner.

Note that the DBOW only covers instructional time – the time devoted for teaching. The DBOW does not include the time for
orientations, formative and summative assessments, remediation, and other teaching and learning activities to give way for the
academic freedom of teachers. According to the school calendar, there are around 52 days every quarter and yet the maximum
number of instructional days that can be seen in this DBOW is only 40 days. This means that the teacher has at least 12 days to
devote for more opportunities for exercises through the formative assessment, orientation, conduct of summative assessments,
intervention activities, etc.

To illustrate this, Day 1 (September 13, first day of classes) doesn’t mean to be the Day 1 of instruction here in DBOW since we
all know that orientation is usually conducted during the first day of class. Hence, Day 1 of instruction might fall on Day 2 or
even Day 3 of the school year depending on the class schedule of the learner and the strategy of the teacher.
 MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN MATHEMATICS 1 TO 10 FOR SY 2021-2022
TECHNICAL WORKING GROUP

This MELCs Definitive Budget of Work in Mathematics for Grades 1 to 10 has been made possible because of the following people:

Grade Level Role Name Position School SDO

Team Leader Jennifer B. Mondoy Math EPS Caloocan City
G1 Writer Ma. Cristina Frondozo MT 1 Potrero ES 1 Malabon City
Writer Ma. Cristina E. Dullas MT 1 Bgumbayan Elementary School Navotas City
Team Leader Emelita Bautista Math EPS Muntinlupa City
G2 Writer Vanessa A. Pasion T3 La Huerta Elementary School Paranaque
Writer Sherly A. Alday T3 Isaac Lopez Integrated School Mandaluyong City
Team Leader Emma Cunanan Math EPS Paranaque City
G3 Writer Judy Anne C. Santiago MT 1 Bangkulasi Elem School Navotas City
Writer Belen R. Dizor MT 1 San Juan ES San Juan
Team Leader Joel Feliciano Math EPS Quezon City
G4 Writer Wilma L. Garcia T3 EMS Signal Village ES Taguig City and Pateros
Writer Sharon M. Sergio MT 1 Don Carlos Village ES Pasay
Remylinda Soriano Math EPS Manila City
Team Leaders
Rogelio Junio Math EPS Pasay City
G5 Writer Samuel Z. Sison T3 Placido del Mundo ES Quezon City
Writer Allan G. Salonatin MT 1 Caybiga ES Caloocan
Teresita Tagulao Math EPS Pasig City
Team Leaders
Mirasol Rongavilla Math EPS Taguig City and Pateros
G6 Writer Nely D. Baylon MT II Beata ES Manila
Writer Eliza Junio MT I Caniogan ES Pasig
Gina Aguitez Math EPS Las Pinas City
Team Leaders
Evelyn Callada Math EPS Malabon City
G7 Writer Lovely Rose D. Bamba T3 Bagumbong HS Caloocan
Writer Bielynda C. Daelo MT 1 Jesus Dela Peña NHS Marikina City
Michael Lee Math EPS Makati City
Team Leaders
Helen Acedo Math EPS San Juan City
G8
Writer Gabriel T. Vargas II MT 1 Tinajeros NHS Malabon City
Writer Dianne V. Pellazar T1 Veinte Reales National HS Valenzuela
Grade Level Role Name Position School SDO
Restituto Rodella Math EPS Mandaluyong City
Team Leaders
Dominador Villafria Math EPS Marikina City
G9 Writer Krystelle R. Dumlao T3 Muntinlupa National High School TA Muntinlupa
Writer Marvin Ocampo T1 Gen. Pio del Pilar NHS Makati
Alberto Tiangco Math EPS Navotas City
Team Leaders
Marilyn Soriano Math EPS Valenzuela City
G10 Writer Diana Grace B. Aniban MT I Manila Science HS Manila
Writer Helen M. Tan MT1 Las Pinas East National High School Las Pinas
Over-all Focal Person Bernadeth C. Daran Math EPS Regional Office, DepEd-NCR
Learning Area: MATHEMATICS Grade Level: 7

QUARTER 1
Content Standard: The learner demonstrates understanding of key concepts of sets and the real number system.
Performance Standard: The learner is able to formulate challenging situations involving sets and real numbers and solve these in a
variety of strategies.
# MELC Number of days taught Remarks
1 Illustrates well-defined sets, subsets, universal sets, 5 days
null
set, cardinality of sets, union, and intersection of
sets and the different of two sets
Day 1: Illustrates and determines well – defined sets
and subsets of a given set
Day 2: Illustrates and determines universal sets, null set,
and cardinality of sets
Day 3: Illustrates and determines union of sets
Day 4: Illustrates and determines intersection of sets
Day 5: Illustrates and determines the difference of two
sets
2 Solves problems involving sets with the use of Venn 4 days
Diagram.
Day 6: Defines and illustrates Venn Diagram
Day 7: Illustrates the operations of sets using a Venn
Diagram
Day 8: Determines the elements of a set using a
Venn Diagram After Day 9, learners should be able
Day 9: Solves problems involving sets with the to create problems involving
use Venn Diagram operations of sets by using the Venn
Diagram.
3 Represents the absolute value of a number 1 day Prior to teaching this competency,
on a number line as the distance of a number give inputs and exercises first on:
from 0. (M7NS-Ic-1)
Day 10: Represents the absolute value of a number Describing the set of integers and
on identifying real-life situations that make
a number line and identify the absolute value use
of any number of it. (G6, Q2)
# MELC Number of days taught Remarks
4 Performs fundamental operations on integers. (M7NS- 4 days Prior to teaching this competency,
Ic-d-1) give inputs and exercises first on:

Day 11: Performs multiplication on integers Describing and interpreting the basic
operations on integers using materials
Day 12: Performs division on integers such as algebra tiles, counters, chips,
and cards.
Day 13: Performs addition on integers
Performing the basic operations on
integers
Day 14: Performs subtraction on integers
Solving routine and non-routine
problems involving basic operations of
integers using
appropriate strategies and tools. (G6, Q2)
5 Illustrates the different properties of operations on 2 days
the set of integers. (M7NS-Id-2)
Day 15: States and illustrates the different properties
of operations on the set of integers
Day 16: Determines the property of operations on
the
set of integers applied in each number sentence
6 Expresses rational numbers from fraction form 4 days
to decimal form and vice versa. (M7NS-Ie-1)
Day 17: Expresses rational numbers in fraction
form which have powers of 10 as denominators to
decimal
form
Day 18: Expresses rational numbers in fraction form
which do not have powers of 10 as denominators
to
decimal form
Day 19: Expresses rational numbers in decimal form
to fraction form
● Terminating decimals
● Non – terminating and repeating decimals
Day 20: Expresses rational numbers in decimal form
to fraction form
● Repeating decimals (with non-repeating digits)
# MELC Number of days taught Remarks
7 Performs operations on rational numbers (M7NS-If-1) 5 days Prior to teaching this competency,
give inputs and exercises first on:

Addition and subtraction of decimals and

Day 20: Performs multiplication and division on mixed decimals through ten
rational numbers thousandths without or with regrouping
(G6, Q1)

Multiplying decimals and mixed

Day 21: Performs addition and subtraction of
decimals with factors up to 2 decimal
rational numbers with like denominators
places.

Multiplying mentally decimals up to 2

Day 22: Performs addition and subtraction of decimal places by 0.1, 0.01, 10, and
rational numbers with unlike denominators 100.

Solving multi – step problems involving

multiplication and addition or subtraction
of decimals, mixed decimals and whole
Day 23: Uses the appropriate method to simplify
numbers including money using
multi
appropriate problem-solving strategies
– operational equations involving
and tools (G6, Q1)
rational numbers
divides:
Day 24: Applies operations involving rational a. Whole numbers be decimals up to
numbers in real – life problems 2 decimal places and vice versa
b. Decimals/ mixed decimals up to
2 decimal places
c. Decimals up to 4 decimal places
by 0.1, 0.01, and 0.001
d. Decimals up to 2 decimal places
by 10, 100, and 1000 mentally
8 Describes principal roots and tells whether they are 2 days
rational or irrational. (M7NS-Ig-1)
Day 25: Finds the principal nth root of a number
Day 26: Determines whether the principal root is a
rational or an irrational number
9 Determines between what two integers the square root 2 days
of a number is. (M7NS-Ig-2)
Day 27: Determines perfect square numbers
# MELC Number of days taught Remarks
Day 28: Determines between what two
consecutive integers a square root of a
number lies
10 Estimates the square root of a whole number to 2 days
the
nearest hundredth. (M7NS-Ig-3)
Day 29: Estimates the square root of a whole
number to the nearest hundredth using the
Divide and Average Method
Day 30: Estimates the square root of a whole
number
to the nearest hundredth using a formula
11 Plots irrational numbers (up to square roots) on 1 day
a number line. (M7NS-Ig-4)
Day 31: Plot irrational numbers on a number line
12 Illustrates the different subsets of real numbers. 2 days
(M7NS- Ih-1)
Day 32: Defines and illustrate real numbers and its
subsets
Day 33: Identifies to which subset a given real
number belongs
13 Arranges real numbers in increasing or 2 days Prior to teaching this competency,
decreasing give inputs and exercises first on:
order and on a number line.  Comparing integers with other
Day 34: Compares and arranges real numbers such as whole
numbers in increasing order and on a numbers, fractions, and
number line decimals. (G6, Q2)
Day 35: Compares and arranges real  Comparing and arranging integers on
numbers in decreasing order and on a the number line. (G6, Q2)
number line
14 Writes numbers in scientific notation and vice versa. 3 days
(M7NS-Ii-1)
Day 36: Determines significant digits of a number
Day 37: Writes numbers in scientific notation
Day 38: Writes scientific notation in numbers
15 Represents real-life situations and solves problems 2 days Prior to teaching this competency,
involving real numbers. give inputs and exercises first on:
Day 39: Solve routine problems involving real
numbers
Day 40: Solve non–routine real–life problems Solving routine and non-routine problems
involving real numbers involving division of decimals, mixed
decimals, and whole numbers
including
 money using appropriate problem-
solving strategies and tools (G6, Q1)

Solving multi-step routine and non-

routine problems involving division and
any of the other operations of decimals,
mixed decimals, and whole numbers
including money using appropriate
problem-solving strategies and tools
(G6, Q1)

Solving percent problems such as

percent of increase/decrease (discounts,
original price, rate of discount, sale price,
marked-
up price), commission, sales tax, and
simple interest (G6, Q2)

QUARTER 2
Content Standard: The learner demonstrates understanding of the key concepts of measurement.
Performance Standard: The learner is able to formulate real life problems involving measurements and solve these using a variety
of
strategies.
Number of
# MELC Remarks
days taught
16 Approximates the measures of quantities particularly 2 days Prior to Day 1, Teacher may opt to discuss
length, weight/mass, volume, time, angle and development of measurement from primitive to
temperature and rate. (M7ME-IIa-3) present and the two standard systems of
Day 1: Approximates the measures of quantities measure.
particularly length, weight/mass and volume.
Day 2: Approximates the measures of quantities
particularly time, angle and temperature and rate.
17 Converts measurements from one unit to another in both 2 days
Metric and English systems. (M7ME-IIb-1)
Day 3: Identify the basic units in the metric system
and convert measurements from one unit to
another in the
Metric System
Day 4: Convert measurements from one unit to
another in English systems.
 Number of
# MELC Remarks
days taught
18 Solves problems involving conversion of units of 2 days
measurement. (M7ME-IIb-2)
Day 5: Solves problems involving Metric unit
of measurements.
Day 6: Solves problems involving English unit
of measurements.
Content Standard: The learner demonstrates understanding of key concepts of algebraic expressions, the properties of real
numbers
as applied in linear equations, and inequalities in one variable.
Performance Standard: The learner is able to model situations using oral, written, graphical, and algebraic methods in solving
problems involving algebraic expressions, linear equations, and inequalities in one variable.
19 Translates English phrases to mathematical phrases 2 days Prior to teaching this competency, specifically Day
and 9, give inputs and exercises first on:
English sentences to mathematics sentences, and
vice versa. Giving the translation of real-life verbal
Day 7: Translates English phrases to mathematical expressions and Equations into letters or symbols
phrases and vice versa. (G6,Q3)
Day 8: Translates mathematical phrases to English
phrases
20 Illustrates and differentiates related terms in algebra: 2 days Prior to teaching this competency, specifically Day
a. an where n is a positive integer 10, give inputs and exercises first on:
b. constants and variables
c. literal coefficients and numerical coefficients Defining a variable in an algebraic expression
d. algebraic expressions, terms, and polynomials and equation. (G6,Q3)
e. number of terms, degree of the term and degree
of the polynomial Describing the exponent and the base in a number
Day 9: Illustrates and differentiates exponent, expressed in exponential notation. (G6,Q2)
base,
power, constant, variable, coefficient
Day 10: Illustrates and differentiates algebraic
expressions, terms, polynomial, number of terms,
degree of the term and degree of the polynomial.
21 Evaluates algebraic expressions for given values of 2 days Prior to teaching this competency, specifically Day
the 11, give inputs and exercises first on:
variables. (M7AL-IIc-4) Interpreting and explaining the GEMDAS rule. (G6,
Day 11: Performs operations on real Q2)
numbers e.g., PEMDAS and
exponential notation
 Number of
# MELC Remarks
days taught
Day 12: Evaluates algebraic expressions for given Prior to teaching this competency, specifically Day
values of the variables. 12, give inputs and exercises first on:
Perform the basic operations on integers. (G6, Q2)
22 Adds and subtracts polynomials. (M7AL-IId-2) 4 days Prior to teaching this competency, specifically Day
Day 13: Adds polynomials using algebra tiles 13, give inputs and exercises first on:
Day 14: Adds polynomials by using horizontal
and vertical method Describing and interprets the basic operations
Day 15: Subtracts polynomials using algebra tiles on integers using materials such as algebra
Day 16: Subtracts polynomials by using horizontal tiles, counters, chips, and cards. (G6, Q2)
and
vertical method
23 Derives the laws of exponent. (M7AL-IId-e-1) 2 days Prior to teaching this competency, specifically Day
Day 17: Derives the laws of exponents for product 18, give inputs and exercises first on:
and apply in simplifying algebraic expressions
Day 18: Derives the laws of exponents for quotient Describing the exponent and the base in a number
and apply in simplifying algebraic expressed in exponential notation. (G6,Q2)
expressions
24 Multiplies and divides polynomials. (M7AL-IIe-2) 4 days
Day 19: Multiplies monomials by polynomials
Day 20: Multiplies polynomials by another polynomials
Day 21: Divides polynomials by monomials
Day 22: Divides polynomials by another polynomials
25 Uses models and algebraic methods to find the: 5
(a) product of two binomials; (b) product of the
sum and difference of two terms; (c) square of a
binomial; (d) cube of a binomial; (e) product of
a binomial and a
trinomial. (M7AL-IIe-g-1)
Day 23: Uses models and algebraic methods to find
the product of two binomials;
Day 24: Uses models and algebraic methods to find
the product of the sum and difference of two
terms;
Day 25: Uses models and algebraic methods to find
the
square of a binomial;
Day 26: Uses models and algebraic methods to find
the cube of a binomial
Day 27: Uses models and algebraic methods to find
the
product of a binomial and a trinomial.
 Number of
# MELC Remarks
days taught
26 Solves problems involving algebraic expressions. (M7AL- 2 days Prior to teaching this competency, specifically Day
IIg-2) 30, give inputs and exercises first on:
Day 28: Solves routine problems involving algebraic
expressions Solving routine and non-routine problems involving
Day 29: Solves non-routine problems involving algebraic basic operations of integers using appropriate
expressions. strategies and tools. (G6, Q2)
27 Differentiates algebraic expressions, equations and 1 day
inequalities.
Day 30: Defines and differentiates algebraic expressions,
equation, and inequalities.
28 Illustrates linear equation and inequality in one 1 day Prior to teaching this competency, specifically Day
variable. 33, give inputs and exercises first on:
(M7AL-IIh-4)
Day 31: Illustrates linear equations and inequalities in Differentiating expression from equation. (G6,Q3)
one variable
29 Finds the solution of linear equation or inequality in 2 days Include in the discussion the properties of
one equality and inequality.
variable. (M7AL-IIi-1)
Day 32: Finds the solution of a linear equation in
one variable
Day 33: Finds the solution set of a linear inequality
in one variable
30 Solves linear equation or inequality in one variable 2 days
involving absolute value by: (a) graphing; and
(b) algebraic methods. (M7AL-IIi-j-1)
Day 34: Solves linear equation in one variable
involving
absolute value by graphing and algebraic methods
Day 35: Solves linear inequality in one variable
involving
absolute value by graphing and algebraic methods
31 Solves problems involving equations and inequalities in 5 days
one variable. (M7AL-IIj-2)
Day 36: Solves number, age and geometric
problems
involving equations in one variable
Day 37: Solves work and motion problems involving
equations in one variable
Day 38: Solves investment and money
problems involving equations in one
variable
 Number of
# MELC Remarks
days taught
Day 39: Solves mixture problems involving equations
in
one variable
Day 40: Solve problems involving inequalities in one
variable.

QUARTER 3
Content Standard: The learner demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric
relationships.
Performance Standard: The learner is able to create models of plane figures and formulate and solve accurately authentic problems
involving sides and angles of a polygon
# MELC Number of days taught Remarks
32 Represents point, line and plane using concrete and pictorial models. (M7GE-IIIa- 2 days
1)
Day 1: Represents point, line, and plane using pictorial model
Day 2: Represents point, line, and plane using concrete model
33 Illustrates subsets of a line. (M7GE-IIIa-2) 2 days
Day 3: Illustrates and provides real – life models of line segments
Day 4: Illustrates and provides real – life models of rays
34 classifies the different kinds of angles. (M7GE-IIIa-3) 1 day
Day 5: Classifies the different kinds of angles
35 derives relationships of geometric figures using measurements and by inductive 4 days
reasoning: supplementary angles, complementary angles, congruent angles, vertical
angles, adjacent angles, linear pairs, perpendicular lines, and parallel lines. (M7GE-IIIb-1)
Day 6: Derives relationships of geometric figures using measurements and by
inductive reasoning: supplementary angles and complementary angles
Day 7: Derives relationships of geometric figures using measurements and by
inductive reasoning: congruent angles, vertical angles, adjacent angles, and
linear pairs
Day 8: Derives relationships of geometric figures using measurements and by
inductive reasoning: perpendicular lines and parallel lines
Day 9: Solves problems involving concepts of supplementary angles, complementary
angles, congruent angles, vertical angles, adjacent angles, linear pairs,
perpendicular lines, and parallel lines
# MELC Number of days taught Remarks
36 Derives relationships among angles formed by parallel lines cut by a transversal 5 days
using measurement and by inductive reasoning. (M7GE-IIIc-1)
Day 10: Defines and illustrates the following: transversal lines, interior and exterior
angles,
corresponding angles, and alternate interior and exterior angles
Day 11: Derives the relationships among angles formed by parallel lines cut by a
transversal using measurement
Day 12: Derives the relationships among angles formed by parallel lines cut by
inductive reasoning
Day 13: Finds the measure of missing angles formed by parallel lines cut by a
transversal
Day 14: Solves problems involving parallel lines cut by a transversal
37 Uses a compass and straightedge to bisect line segments and angles and construct 4 days
perpendiculars and parallels. (M7GE-IIId-e-1)
Day 15: Uses a compass and a straightedge to bisect line segments
Day 16: Uses a compass and a straightedge to bisect angles
Day 17: Uses a compass and a straightedge to construct parallel lines
Day 18: Uses a compass and a straightedge to construct perpendicular lines given
the
following: a line and a point not on the line, and, a line and a point on the line
38 Illustrates polygons: (a) convexity; (b) angles; and (c) sides. (M7GE-IIIe-2) 3 days
Day 20: Illustrates convexity of polygons
Day 21: Illustrates angles of polygons
Day 22: Illustrates sides of polygons
39 Derives inductively the relationship of exterior and interior angles of a convex polygon. 3 days
(M7GE-IIIf-1)
Day 23: Derives inductively the relationship of the sum of interior angles of a
convex polygon
Day 24: Derives inductively the relationship of exterior angles of a convex polygon
Day 25: Solve problems involving exterior and interior angles of a convex polygon
40 Illustrates a circle and the terms related to it: radius, diameter chord, center, arc, chord, 4 days
central angle, and inscribed angle. (M7GE-IIIg-1)
Day 26: Illustrates a circle and the terms related to it: radius, diameter chord, center, and
chord
Day 27: Illustrates a circle and the terms related to it: arc, central angle, and
inscribed angle
Day 28: Illustrates theorem on relationship of chords and radius in a circle and solve
problems involving it
Day 29: Differentiates and finds measures of arcs and angles in a circle and derive
their relationships
 # MELC Number of days taught Remarks
41 Constructs triangles, squares, rectangles, regular pentagons, and regular hexagons. 4 days
(M7GE-IIIh-i-1)
Day 30: Construct a triangle using a compass and a straightedge given measurements
of
some sides
Day 31: Construct a square and a rectangle using a compass and a straightedge given
measurements of some sides
Day 32: Construct a regular pentagon using a compass and a straightedge given
measurements of some sides
Day 33: Construct a regular hexagon using a compass and a straightedge given
measurements of some sides
42 Solves problems involving sides and angles of a polygon. (M7GE-IIIj-1) 5 days
Day 34: Solves routine problems involving sides of a polygon
Day 35: Solves routine problems involving angles of a polygon
Day 36: Solves non–routine problems involving sides and angles of a polygon
Day 37: Solves non–routine problems involving angles of a polygon
Day 38: Solves real–life problems involving sides and angles of a polygon

QUARTER 4
Content Standard: The learner demonstrates understanding of key concepts, uses and importance of Statistics, data
collection/gathering and the different forms of data representation, measures of central tendency, measures of variability, and
probability.
Performance Standard: The learner is able to collect and organize data systematically and compute accurately measures of central
tendency and variability and apply these appropriately in data analysis and interpretation in different fields.
# MELC Number of days taught Remarks
43 Poses real-life problems that can be solved 2 days
by Statistics. (M7SP-IVa-2)
Day 1: Explain the basic concepts, uses,
and importance of statistics
Day 2: Identifies real – life problems that can be
solved by Statistics
44 Formulates simple statistical instruments. (M7SP-IVa- 4 days
3)
Day 3: Formulates simple questionnaires
Day 4: Formulates simple survey
Day 5: Formulates simple checklist
Day 6: Formulates simple rating scale
# MELC Number of days taught Remarks
45 Gathers statistical data. (M7SP-IVb-1) 5 days
Day 7: Discusses types of data such as
nominal, ordinal, interval and ratio
Day 8: Gathers statistical data such as use of
primary
or secondary resources
Day 9: Gathers statistical data using
questionnaires/survey involving nominal data
Day 10: Gathers statistical data using
questionnaires/survey involving ordinal data
Day 11: Gathers statistical data using
questionnaires/survey involving interval and ratio
data
46 Organizes data in a frequency distribution 2 days
table. (M7SP-IVc-1)
Day 12: Organizes data in a frequency
distribution table for ungrouped data.
Day 13: Organizes data in a frequency distribution
table for grouped data.
47 Uses appropriate graphs to represent organized 5 days Prior to teaching this competency,
data: give inputs and exercises first on:
pie chart, bar graph, line graph, histogram, and
ogive. (M7SP-IVd-e-1) Finding the percentage or rate or
Day 14: Uses pie chart to represent organized data percent in a given problem. (G6, Q2)
Day 15: Uses line graph to represent organized data
Day 16: Uses bar graph to represent organized data Constructing a pie graph based on a
Day 17: Uses histogram to represent organized data given set of data and interpret it. (G6,
Day 18: Uses to ogive to represent organized data Q2)
48 Illustrates the measures of central tendency 1 day
(mean, median, and mode) of a statistical data.
(M7SP-IVf-1)
Day 19 Illustrates the measures of central tendency
(mean, median, and mode) of a statistical data.
49 Calculates the measures of central tendency of 5 days
ungrouped and grouped data. (M7SP-IVf-g-1)
Day 20: Calculates the measures of central
tendency of ungrouped data
Day 21: Calculates the measures of central
tendency (mean)of grouped data
Day 22: Calculates the measures of central
tendency
(median) of grouped data
# MELC Number of days taught Remarks
Day 23: Calculates the measures of central
tendency (mode) of grouped data
Day 24: Solves problems involving measures of
central
tendency
50 Illustrates the measures of variability (range, average 1 day
deviation, variance, standard deviation) of a statistical
data. (M7SP-IVh-1)
Day 25: Illustrates the measures of variability (range,
average deviation, variance, standard
deviation) of a statistical data
51 Calculates the measures of variability of grouped 8 days
and
ungrouped data. (M7SP-IVh-i-1)
Day 26: Calculates the range of ungrouped data
Day 27: Calculates the average/mean deviation of
ungrouped data
Day 28: Calculates the variance of ungrouped data
Day 29: Calculates the standard deviation
of ungrouped data
Day 30: Calculates the range of grouped data
Day 31: Calculates the average/mean deviation of
grouped data
Day 32: Calculates the variance of grouped data
Day 33: Calculates the standard deviation of
grouped
data
52 Uses appropriate statistical measures in analyzing and 5 days
interpreting statistical data. (M7SP-IVj-1)
Day 34: Uses mean in analyzing and interpreting
statistical data
Day 35: Uses median in analyzing and interpreting
statistical data
Day 36: Uses mode in analyzing and
interpreting statistical data
Day 37: Uses variance in analyzing and interpreting
statistical data
Day 38: Uses standard deviation in analyzing and
interpreting statistical data
# MELC Number of days taught Remarks
53 Draws conclusions from graphic and tabular data and 2 days
measures of central tendency and variability. (M7SP-
IVj-2)
Day 39: Draws conclusions from graphic and
tabular data and measures of central
tendency
Day 40: Draws conclusions from graphic and
tabular data and measures of variability.