Curriculum Goals

The main goal of the curriculum is for Filipino learners to become mathematically proficient and
critical problem solvers.

The development of mathematical proficiency among learners involves the development of

confidence and competence in different aspects of mathematics and includes becoming increasingly
aware of the value and usefulness of mathematics.

In mathematics education, problem-solving has been considered as a goal, as a process, and as a

basic skill. The processes involved in solving mathematical problems, from recognizing and understanding
a problem to modelling the problem through different representations to planning a solution to executing
the solution, and finally checking whether the problem has been solved, demonstrate that problem-
solving is a very important life skill for 21st-century citizens to possess.

Curriculum Framework
The framework designed for the revised Mathematics curriculum for Grades 1 to 10 guides
teachers in their preparation of mathematically rich lessons and helps them in working towards the main
curriculum goal.

To achieve the main goal, three facilitating facets have been developed: content, skills, and
disposition.

The three facilitating facets are further reinforced by three supporting components: pedagogy,
assessment, and resources, with each of these being relevant to the learning context, the curriculum
content, and the learning phases of the learners.

These strands are:

• Conceptual Understanding – comprehension of mathematical concepts, operations, and relations;

• Procedural Fluency – skill in carrying out procedures flexibly, accurately, efficiently, and appropriately;

 Strategic Competence – ability to formulate, represent, and solve mathematical problems;

• Adaptive Reasoning – capacity for logical thought, reflection, explanation, and justification; and

• Productive Disposition – habitual inclination to see mathematics as sensible, useful, and worthwhile,
coupled with a belief in diligence and one’s own efficacy.
The Facilitating Facets
The three facilitating facets for achieving the curriculum goal of the Grades 1 to 10 Mathematics
curriculum are content, skills, and disposition.

Content

To become mathematically proficient and critical problem solvers, learners need to be equipped
with strong mathematical knowledge and understanding. Lessons that are logically sequenced and
interconnected enable students to learn deeply and flexibly.

The revised mathematics curriculum will have three content domains: (1) Number and Algebra;
(2) Measurement and Geometry; and (3) Data and Probability.

Skills

As proficient problem solvers, learners need to possess a range of mathematical skills. Such skills
enhance the ability to analyze and evaluate mathematical situations and obtain solutions to real-world
problems.

In today’s highly technological world, the teaching and learning of mathematics needs to include,
and also go beyond, calculations and algorithmic procedures. This is because such calculations and
procedures can be carried out by calculation devices and software applications.

Disposition

Disposition is closely related to “attitude” and “value.” Values are the “guiding principles that
underpin what people believe to be important when making decisions in private and public life … [while]
attitudes are underpinned by values and beliefs and have an influence on behaviour” (Organization for
Economic Co-operation and Development [OECD], 2019, p. 4). Mathematical disposition also incorporates
appreciation of values intrinsic to mathematics such as its coherence and consistency, precision and
clarity, and generality and extendibility.

A sound mathematical disposition facilitates genuine learning and the development of the
mathematical proficiency needed for efficient and successful problem solving.

The Supporting Components

The three components designed to support the facilitating facets for achieving the curriculum goal
of the Grades 1 to 10 Mathematics curriculum are pedagogy, assessment, and resources.

Pedagogy

Pedagogy is concerned with the methods used to deliver a curriculum. The quality of mathematics
learning depends on the quality of the various learning experiences employed to engage and instruct
learners.

Assessment

Assessment complements pedagogical approaches and is a vital aspect of curriculum

implementation in mathematics. Page 8 of 36 With the curriculum goal centred on developing
mathematical proficiency, critical thinking, and problem-solving, the assessment process should not only
record learners’ level of achievement in understanding concepts, reasoning, and the solution of
mathematics problems, but should also result in the development of appropriate feedback for improving
instruction.

Assessments, whether for formative or summative purposes, should be administered in various

forms.

Resources

The learning of mathematics needs to be supported with a variety of teaching and learning
resources. Electronic and print resources need to be carefully selected and judiciously used. Teachers and
other instructional leaders are acknowledged as key resources in the implementation of the curriculum.

Structure of the Learning Area

Big Ideas

The notion of Big Ideas lays the foundation for defining the context of the curriculum in terms of
its mathematics content. The formulation of these Big Ideas illustrates the connections across the various
mathematical concepts in the different stages of the learning process.

The revised curriculum identifies twelve Big Ideas:

1. Numbers – Real numbers can be paired one-to-one with the points on the number line, and so can
quantify and describe a mathematical or real-world object and its attributes.

2. Measures – Some attributes of a mathematical or real-world object can be quantified by using

measures, so that they can be studied further.

3. Shapes, Space, and Graphs – Mathematical objects such as geometric figures, solids, equations,
inequalities, relations, and data can be visualized using shapes and graphs and in space.

4. Patterns, Relations, and Functions – Mathematical rule, graph, or table can be used to assign object(s)
from one set to object(s) from another set to show specific relations between the two sets.

5. Data – Data can be collected and processed to obtain meaningful information.

6. Chance – The number 0 and 1 (inclusive) can be used to quantify and describe the chances for an event
to occur.

7. Representations and Communications – Mathematical objects, properties, operations, and quantities

(known or unknown) can be translated, represented, and communicated concretely or visually in a precise
manner by using numbers, symbols, notations, variables, expressions, equations, geometric figures,
flowcharts, tables, and graphs.

8. Relationships – The relationships that exists between mathematical concepts (e.g. objects, statements)
can be used to generate more properties about them and to connect them to other concept in
mathematics.
9. Operations and Transformations – Meaningful operations or transformations can be performed on a
collection of mathematical objects or statements to obtain another mathematical object or statement
that models a situation.

10. Properties and Applications – A mathematical object has properties that define the object or describe
its attributes, and these properties and their logical consequences can be applied to mathematical and
real-world problems.

11. Equivalence – Mathematical objects or statements can be represented or stated in different ways that
have the same value, form, or logical meaning.

12. Reasoning and Proof – Mathematical reasoning and proofs establish and communicate the truth and
falsity of a mathematical statement, computational and/or verbal procedure, and problem-solving
process.

Through these Big Ideas, concepts and their competencies that are essential in the succeeding levels of
the curriculum and that prepare the learners for higher-level mathematics are selected. A concept or a
skill is “essential” if it is indispensable in building concepts and skills to equip learners for subsequent
grade levels and, at the same time, for lifelong learning.

Key Stage Curriculum and Standards

Key Stage 1 Curriculum

Key Stage 1 (KS 1) of the Mathematics curriculum focuses on Grades 1 to 3 learners. At this stage,
the curriculum addresses the development of early numeracy by focusing on the learners’ understanding
of 1-to-4-digit numbers, measures, basic shapes, and simple data. It also develops their fluency in carrying
out procedures or operations involving these mathematical objects in their various representations
(concrete, contextual, verbal, visual, and symbolic). Mastery of early numeracy concepts lays the
groundwork for understanding more complex mathematical concepts and solving more complex
problems.

Learning experiences include basic mathematical explorations of these objects and operations
that will engage learners in a variety of thinking processes in real, in situated, and in purely mathematical
contexts. The goal of learning experiences is to support and strengthen the young learners’ interest and
appreciation of mathematics as a tool for solving problems and for communicating ideas in everyday
situations.

The learning standards of the Key Stage 1 Mathematics curriculum aim to ensure that learners:

● accurately understand and apply concepts, operations, procedures, and relationships in solving routine
and non-routine problems related to their day-to-day lives.

● acquire high-level skills and fluency in the procedures and processes of mathematics through varied
frequent practice and meaningful learning experiences.

● communicate and represent mathematical concepts and understanding using developmentally

appropriate language.
● acquire problem-solving and critical thinking skills through real, situated or purely mathematical
problems.

● develop appreciation, curiosity, interest, creativity, and other desirable values, attitudes and
dispositions in mathematics.

Key Stage 1 Standards

At the end of Grade 3, the learner demonstrates knowledge, skills, and understanding in relation
to the curriculum content domain Number and Algebra (whole numbers up to 10 000; ordinal numbers
up to 100th; addition and subtraction of numbers of up to 4 digits, and money up to ₱10 000;
multiplication and division using 6, 7, 8 and 9 multiplication tables; estimation of products of two
numbers; determination of missing terms contained in patterns; generation of patterns; division of 2- to
4-digit numbers; estimation of quotients; addition and subtraction of similar fractions); Measurement and
Geometry (areas of squares and rectangles; points, lines, line segments, and rays; parallel, perpendicular,
and intersecting lines; measures of mass and capacity; line symmetry; resulting figure translation;
duration of time, elapsed time, and telling and writing time in hours and minutes (using a.m. and p.m.);
composite figures made up of squares, rectangles, triangles, circles, half-circles, and quarter-circles;
perimeter of triangles, squares, and rectangles); Data and Probability (data presented in tables,
pictographs, and single bar graphs; outcomes from experiments and real-life situations). This knowledge,
skills and understanding is applied, with the use of technology, to the processes within Mathematics of
critical thinking, problem solving, communicating, reasoning, and making connections between topic
areas.

Key Stage 2 Curriculum

Key Stage 2 (KS 2) of the Mathematics curriculum focuses on Grades 4 to 6 learners. At this stage,
the curriculum extends numbers, algebra, measures, geometry, data and probability. The coverage
includes more complex properties, operations, and problems in different contexts that demand efficient
written and mental methods of calculation.

The learning standards of the KS 2 Mathematics curriculum aim to ensure that learners:

● use efficient mental and written mathematical concepts, operations, procedures, relationships, and
tools to solve routine and non-routine real-world problems.

● reason and communicate using precise mathematical language to discuss ideas, investigate problems,
and justify solutions.

● exhibit willingness and confidence to explore alternative solutions, and to take risks necessary to solve
real-world problems.

● acquire problem-solving and critical thinking skills through real, situated, or purely mathematical
problems; and

● enhance appreciation, curiosity, interest, creativity, and other desirable values, attitudes and
dispositions in mathematics.
Key Stage 2 Standards

At the end of Grade 6, the learner demonstrates knowledge, skills, and understanding in relation
to the curriculum content domain Number and Algebra (the four operations with decimals; the four
operations with different combinations of fractions, whole numbers, and mixed numbers; ratio and
proportion; percentages, and their relationships with fractions and decimals; exponential form, including
calculation using the GEMDAS rules; greatest common factors, least common multiples); Measurement
and Geometry (right, acute, and obtuse; tessellation of shapes; resulting figure after translation, reflection
and rotation; units of volume and capacity; volume of cubes and rectangular prisms; properties of
triangles and quadrilaterals; perimeter and area of triangles, parallelograms, trapezoids; parts of a circle,
including circumference; area of a circle; composite figures composed of any two or more of: triangle,
square, rectangle, circle, semi-circle; prisms and pyramids; surface area of solid figures; symmetric figures
and designs; 12- and 24- hour time, and world time zones); Data and Probability (presentation and
interpretation of data in tabular form and in a single line graph; double bar graphs and double line graphs;
theoretical probability; pie graphs). This knowledge, skills and understanding is applied, with the use of
technology, to the processes within Mathematics of critical thinking, problem-solving, communicating,
reasoning, and making connections between topic areas.

Key Stage 3 Curriculum

Key Stage 3 (KS 3) of the Mathematics curriculum focuses on Grades 7 to 10 learners. At this stage,
the curriculum covers algebra, measurement, geometry, data, and probability with greater emphasis on
cognitive development toward self-directed learning.

Dealing with more complex and abstract forms, Key Stage 3 concentrates on sets and real
numbers, functions, equations, inequalities, sequences, axiomatic structure of geometry, triangle
congruence and similarity, basic trigonometry, basic statistical measures, and probability.

The learning standards of the KS 3 Mathematics curriculum aim to ensure that learners:

● apply mathematical concepts, operations, procedures, facts, relationships, and tools to describe,
explain, investigate, model, and predict phenomena.

● reason mathematically, construct plausible arguments, evaluate the reasoning of others, and ask useful
questions to clarify or improve arguments.

● access, use, interpret and communicate mathematical information and ideas to engage in and manage
the mathematical demands in various 21st-century contexts.

● utilize mathematical thinking in decision making and acquire problem-solving and critical thinking skills
through real, situated, or purely mathematical problems; and

● strengthen appreciation, curiosity, interest, creativity, and other desirable values, attitudes, and
dispositions in mathematics.
Curriculum Organization
It is proposed that the curriculum organizers described below are used together to form the curriculum
description in the Grades 1 to 10 Mathematics Curriculum Guide. The definitions (in italics) within this
section are drawn from DepEd Order No. 8, s. 2015 and DepEd Order No. 21, s. 2019.

1) Standard – In its broadest sense, it is something against which other things can be compared to for the
purpose of determining accuracy, estimating quantity or judging quality. It is a stated expectation of what
one should know and be able to do.

2) Key Stage – This refers to stages in the K to 12 Program reflecting distinct developmental milestones.
These are Key Stage 1 (Kindergarten – Grade 3), Key Stage 2 (Grades 4 – 6), Key Stage 3 (Grades 7 – 10),
and Key Stage 4 (Grades 11 and 12).

3) Key Stage Standard* – This shows the degree or quality of proficiency that the learner is able to
demonstrate in each key stage after learning a particular learning area in relation to the core learning area
standard.

4) Grade Level Standard – This shows the degree or quality of proficiency that the learner is able to
demonstrate in each Grade after learning a particular learning area in relation to the core learning area
standard.

5) Content Domain** – This is a particular strand (or ‘domain’) of the curriculum in which the scope and
sequence of a set of related topics and skills are covered.

6) Content Standard – The content standards identify and set the essential knowledge and understanding
that should be learned. They cover a specified scope of sequential topics within each learning strand,
domain, theme, or component. Content standards answer the question, “What should the learners
know?”

7) Learning Competency – This refers to a specific skill performed with varying degrees of independence.
It has different degrees of difficulty and performance levels. It also refers to the ability to perform activities
according to the standards expected by drawing from one’s knowledge, skills, and attitudes.

8) Performance Standard – The performance standards describe the abilities and skills that learners are
expected to demonstrate in relation to the content standards and integration of 21st century skills. The
integration of knowledge, understanding, and skills is expressed through creation, innovation, and adding
value to products/performance during independent work or in collaboration with others.