Mathematics 1 — Course Syllabus
MATATAG Curriculum · Key Stage 1 · School Year 2026–2027
| Learning Area | Mathematics |
| Grade Level | Grade 1 |
| Key Stage | Key Stage 1 (Kindergarten–Grade 3) |
| Time | 45 minutes daily · 5 days a week · 3 terms |
| Medium of Instruction | Filipino (mother tongue) — per MTB-MLE |
| Curriculum Basis | MATATAG K to 10 Curriculum (DepEd, 2023) |
| Calendar Basis | DO No. 009, s. 2026 — three-term calendar |
| Assessment Basis | DO No. 015, s. 2026 — revised assessment and grading |
This is the English reading copy. It is not the classroom copy.
Grade 1 is taught in the mother tongue, so the document a teacher actually teaches from is the Filipino one. This copy exists because the MATATAG curriculum guide is written in English: here, every competency in §4 is quoted from the guide, not translated, so a school head, a district supervisor, or a teacher in a non-Tagalog region can check this syllabus against DepEd's own words line by line. Where the two copies disagree, the guide wins and this copy is the one that shows it.
The three-term school year
From SY 2026–2027 the school year is divided into three terms, not four quarters.
| Term | Months | Blocks |
|---|---|---|
| Term 1 | June – September | Opening block, then instructional block |
| Term 2 | September – December | Instructional block, then end-of-term block |
| Term 3 | January – April | Instructional block, then closing activities |
The curriculum guide was published before this calendar, so it is still organised into four quarters. The competencies did not change — only the container they sit in. §4 keeps the guide's own quarter labels visible; §5 shows how those four quarters are distributed across three terms.
1. Course Description
Mathematics 1 opens Key Stage 1. Children arrive able to count aloud; they leave able to count to 100, read and write numerals, take small numbers apart and put them back together, add and subtract, name shapes and Philippine money, and read a clock.
The year is deliberately unhurried. Under MATATAG the competency list was cut back so that time could go into understanding rather than coverage. One idea — that a number can be broken apart and rebuilt and still be the same number — gets a full week here, because every addition and subtraction that follows rests on it.
Learning is rooted in the child's surroundings: the stones in the yard, the bottle caps, the peso at the sari-sari store, the number of siblings at home. Children are expected to explain their answers aloud, not only to write them.
2. Grade Level Standard
Quoted from the MATATAG Mathematics Curriculum Guide (DepEd, August 2023), pages 20–21. Line breaks and spacing are normalised from the PDF's text layer; the wording is unaltered.
GRADE 1 — The learner demonstrates knowledge, skills, and understanding in relation to the curriculum content domains Number and Algebra (whole numbers up to 100; ordinal numbers up to 10th; addition of numbers with sums up to 20; place value in any 2-digit number; addition of numbers, with sums up to 100; subtraction of numbers where both numbers are less than 100; repeating patterns, fractions ½ and ¼; the denominations and values of Philippine coins and bills up to ₱100; addition of money where the sum is up to ₱100 and subtraction of money where both amounts are less than ₱100); Measurement and Geometry (simple 2-dimensional shapes; measurement of length and distance using non-standard units; the movement of objects in half turn or quarter turn, in clockwise or counter clockwise direction; time measured in hours, half-hours, quarter hours, days, weeks, months, years); and Data and Probability (pictographs without a scale for the representation of data). 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.
A discrepancy this copy surfaced. The phrase "with the use of technology" is in the guide and was missing from the Filipino translation in this repository until the English copy was written. It is now in both. Worth knowing that the guide asks for technology at Grade 1 while the artifacts here are built to need no electricity at all — that is a deliberate choice by this repository, described in §8, not a reading of the guide.
3. Content Domains
Three domains organise all ten grade levels. This is how they look in Grade 1 — taken from the standard above, not inferred:
| Domain | Grade 1 content |
|---|---|
| Number and Algebra (NA) | Whole numbers up to 100. Ordinal numbers up to 10th. Composing and decomposing numbers up to 10. Addition to 20, then to 100 without regrouping. Place value in 2-digit numbers. Subtraction to 100. Repeating patterns. Fractions ½ and ¼. Philippine money up to ₱100. |
| Measurement and Geometry (MG) | Simple 2-dimensional shapes — triangle, square, rectangle. Measuring length and distance with non-standard units. Half and quarter turns. Time, days, weeks, months, years. |
| Data and Probability (DP) | Pictographs without a scale. |
Two things that are NOT in Grade 1, however easy they are to assume: multiplication and division (these begin in Grades 2 and 3) and area (Grade 3 for squares and rectangles). Addition to 100 is without regrouping throughout Grade 1.
Every quarter carries more than one domain. No quarter in Grade 1 is single-domain.
4. Content Map
Every competency below is quoted from the official curriculum guide (DepEd, August 2023,
pages 25–28), which is committed to this repository at
docs/research/source/. Competency numbers are the guide's own.
Spacing artefacts from the PDF text layer are normalised; no wording is changed.
Performance tasks are this syllabus's suggestion, not guide content.
Guide Quarter 1 — Shapes, Counting, and Addition to 20
Taught in Term 1, weeks 1–11
| Domains | Measurement and Geometry (MG) · Number and Algebra (NA) |
| Content standards | The learners should have knowledge and understanding of: 1. simple 2-dimensional shapes and their features; 2. whole numbers up to 100; 3. ordinal numbers up to 10th; 4. addition of numbers with sums up to 20. |
| Learning competencies | 1. identify simple 2-dimensional shapes (triangle, rectangle, square) of different size and in different orientation. 2. compare and distinguish 2-dimensional shapes according to features such as sides and corners. 3. compose and decompose triangles, squares, and rectangles. 4. count up to 100 (includes counting up or down from a given number and identifying a number that is 1 more or 1 less than a given number). 5. read and write numerals up to 100. 6. recognize and represent numbers up to 100 using a variety of concrete and pictorial models (e.g., number line, block or bar models, and numerals). 7. compare two numbers up to 20. 8. order numbers up to 20 from smallest to largest, and vice versa. 9. describe the position of objects using ordinal numbers: 1st, 2nd, 3rd, up to 10th. 10. compose and decompose numbers up to 10 using concrete materials (e.g., 5 is 5 and 0; 4 and 1; 3 and 2; 2 and 3; 1 and 4; 0 and 5). 11. illustrate addition of numbers with sums up to 20 using a variety of concrete and pictorial models and describes addition as "counting up," and "putting together." 12. illustrate by applying the following properties of addition, using sums up to 20: a. the sum of zero and any number is equal to the number, and b. changing the order of the addends does not change the sum. 13. solve problems (given orally or in pictures) involving addition with sums up to 20. |
| Performance standards | By the end of the quarter, the learners are able to: identify and distinguish simple 2-dimensional shapes (MG); count, recognize and represent whole numbers up to 100 (NA); use ordinal numbers up to 10th to describe position (NA); compare and order numbers up to 20 and perform addition of numbers with sums up to 20 (NA). |
| Performance task (suggested) | Book of Five — make a small book with one page for each way of splitting 5, then 10, using glued seeds or bottle caps. Explain each page to a classmate. |
Guide Quarter 2 — Measurement, Place Value, and Addition to 100
Taught in Term 2, weeks 12–20
| Domains | Measurement and Geometry (MG) · Number and Algebra (NA) |
| Content standards | 1. measurement of length and distance using non-standard units; 2. place value in any 2-digit number; 3. addition of numbers, with sums up to 100. |
| Learning competencies | 1. measure the length of an object and the distance between two objects using non-standard units. 2. compare lengths and distances using non-standard units. 3. solve problems involving lengths and distances using non-standard units. 4. order numbers up to 100 from smallest to largest, and vice versa. 5. counts by 2s, 5s and 10s up to 100. 6. determine a. the place value of a digit in a 2-digit number, b. the value of a digit, and c. the digit of a number, given its place value. 7. decompose any 2-digit number into tens and ones. 8. add numbers by expressing addends as tens and ones (expanded form). 9. add numbers with sums up to 100 without regrouping, using a variety of concrete and pictorial models for: a. 2-digit and 1-digit numbers, and b. 2-digit and 2-digit numbers. 10. solve problems (given orally or in pictures) involving addition with sums up to 100 without regrouping. |
| Performance standards | Use non-standard units to compare and measure length and distance (MG); order and decompose (into tens and ones) numbers up to 100 (NA); perform addition of numbers with sums up to 100 (NA). |
| Performance task (suggested) | Classroom Measure — measure five things in the room using your own palm or a stick, record each measurement, and order them from shortest to longest. |
Guide Quarter 3 — Pictographs, Subtraction, and Repeating Patterns
Opens in Term 2 (weeks 21–22); finishes in Term 3 (weeks 23–28)
| Domains | Data and Probability (DP) · Number and Algebra (NA) |
| Content standards | 1. a pictograph without a scale for the representation of data; 2. subtraction of numbers where both numbers are less than 100; 3. repeating patterns. |
| Learning competencies | 1. collect data in one variable through a simple interview. 2. present data in a pictograph without a scale. 3. interpret a pictograph without a scale. 4. organize data in a pictograph without a scale into a table. 5. illustrate subtraction involving numbers up to 20 using a variety of concrete and pictorial models, and describes subtraction as "taking away." 6. find the missing number in addition or subtraction sentences involving numbers up to 20. 7. write an equivalent expression to a given addition or subtraction expression (e.g., 2+3 = 1+4; 10−5 = 6−1). 8. solve subtraction problems (given orally or in pictures) where both numbers are less than 20. 9. subtract numbers where both numbers are less than 100 using concrete and pictorial models, without regrouping: a. 2-digit minus 1-digit numbers, and b. 2-digit minus 2-digit numbers. 10. subtract numbers by expressing minuends and subtrahends as tens and ones (expanded form), without regrouping. 11. determine the next term/s in a repeating pattern (patterns could use rhythmic properties, visual elements in the arts, …) (e.g., numbers: 2, 4, 2, 4__, __; letters: a, b, c, a, b, c, a, __, __,). 12. create repeating patterns using objects, images, or numbers. |
| Performance standards | Represent and interpret data in a pictograph without a scale (DP); perform subtraction of numbers where both numbers are less than 100 (NA); extend existing repeating patterns and create new repeating patterns (NA). |
| Performance task (suggested) | Favourite Fruit Pictograph — interview ten classmates, build a pictograph from cut paper, and say two things it shows. |
Guide Quarter 4 — Fractions, Money, Turns, and Time
Taught in Term 3, weeks 29–33
| Domains | Number and Algebra (NA) · Measurement and Geometry (MG) |
| Content standards | 1. fractions ½ and ¼; 2. the denominations and values of Philippine coins and bills up to ₱100; 3. addition of money where the sum is up to ₱100 and subtraction of money where both amounts are less than ₱100; 4. the movement of objects in half turn or quarter turn, in clockwise or counter-clockwise direction; 5. time measured in hours, half hours, quarter hours, days, weeks, months, and years. |
| Learning competencies | 1. illustrate ½ and ¼ as parts of a whole. 2. compare ½ and ¼ using models. 3. count halves and quarters. 4. recognize coins (excluding centavo coins) and bills up to ₱100 and their notations. 5. determine the value of a number of bills and/or a number of coins (excluding centavo coins) up to ₱100. 6. compare different denominations of peso coins (excluding centavo coins) and bills up to ₱100. 7. solve 1-step problems (given orally or in pictures) involving addition of money where the sum is up to ₱100, or subtraction of money where both amounts are less than ₱100. 8. identify the position of objects moved in half turn or in quarter turn, in clockwise or in counter-clockwise direction, given an initial facing direction. 9. read and write time by the hour, half hour, and quarter hour using an analog clock. 10. give the days of the week and months of the year in the correct order. 11. determine the day and month of the year using a calendar. 12. solve problems involving time (hour, half hour, quarter hour, days in a week, and months in a year). |
| Performance standards | Illustrate and compare the fractions ½ and ¼ (NA); recognize and determine the value of Philippine money up to ₱100 (NA); add and subtract money (NA); identify position after a half or quarter turn (MG); use time measured in hours, days, weeks, months, and years (MG). |
| Performance task (suggested) | Classroom Store — set up a small store with paper money. Buy two items, count the total, and give the correct change. |
A note on Quarter 1 competency 12. The statement "changing the order of the addends does not change the sum" is not a separate lesson — it is the same idea as the week 9 lesson. Once a child sees that 5 is 4 and 1, and also 1 and 4, they have learned it before it is ever named.
5. Scope and Sequence by Term
Thirty-three teaching weeks, eleven per term — an even split this syllabus chose, not one DO 009 specifies. Assessment, remediation and reporting sit in each term's end-of-term block, not in a teaching week.
⚠️ The real terms are not equal. DO No. 009, s. 2026 is reported as 54 instructional days in Term 1, 55 in Term 2 and 61 in Term 3, each with a 10-day end-of-term block, across 201 class days — roughly 34 teaching weeks split 11 / 11 / 12. Term 3 runs more than a week longer than the other two, so the even grid below is slightly tight there and hides a spare week. The 33 rows are left unrenumbered rather than rebuilt against reported day counts; the Budget of Work should settle it, and it is still unobtained. Pacing a real class, give Term 3 the slack.
Every guide competency appears exactly once. Combined weeks are marked ⊕ — combined, not cut.
What is authoritative here and what is not. The guide is organised by quarter; DepEd's Budget of Work is organised by week. The Grade 1 Budget of Work is not in this repository — it was blocked at the network layer (
source-catalogue.md). So the term boundaries and week numbers below are this repository's proposal, derived from the guide's own sequence. A school's approved budget of work may differ. Change them freely.
Term 1 — June to September
All of guide Quarter 1.
| Week | Focus | Competency | Repository artifacts |
|---|---|---|---|
| 1 | Shapes — triangle, rectangle, square in different sizes and orientations | Q1 · 1 | — |
| 2 | Comparing shapes by sides and corners | Q1 · 2 | — |
| 3 | Composing and decomposing shapes | Q1 · 3 | — |
| 4 | Counting to 100; 1 more, 1 less | Q1 · 4 | — |
| 5 | Reading and writing numerals to 100 | Q1 · 5 | — |
| 6 | Representing numbers to 100 — number line, blocks, numerals | Q1 · 6 | — |
| 7 ⊕ | Comparing and ordering numbers to 20 | Q1 · 7–8 | — |
| 8 | Ordinal numbers to 10th | Q1 · 9 | — |
| 9 | Composing and decomposing numbers up to 10 | Q1 · 10 | ✔ Full set — lesson plan, slides, game, offline activities, wall chart |
| 10 ⊕ | Addition to 20 as counting up and putting together and its properties | Q1 · 11–12 | — |
| 11 | Solving addition problems, given orally or in pictures | Q1 · 13 | — |
End-of-term block — performance task, tests, remediation, reporting.
Term 2 — September to December
All of Quarter 2, then the opening of Quarter 3.
| Week | Focus | Competency |
|---|---|---|
| 12 | Measuring length with non-standard units | Q2 · 1 |
| 13 | Comparing lengths and distances | Q2 · 2 |
| 14 | Solving length and distance problems | Q2 · 3 |
| 15 ⊕ | Ordering numbers to 100 and counting by 2s, 5s, 10s | Q2 · 4–5 |
| 16 | Place value in 2-digit numbers | Q2 · 6 |
| 17 | Decomposing 2-digit numbers into tens and ones | Q2 · 7 |
| 18 | Adding by expressing addends as tens and ones | Q2 · 8 |
| 19 | Addition to 100 without regrouping | Q2 · 9 |
| 20 | Solving addition problems to 100 | Q2 · 10 |
| 21 ⊕ | Collecting data by interview and building a pictograph | Q3 · 1–2 |
| 22 ⊕ | Interpreting a pictograph and organising it into a table | Q3 · 3–4 |
End-of-term block — performance task, tests, remediation, reporting.
Term 3 — January to April
The rest of Quarter 3, then all of Quarter 4.
| Week | Focus | Competency |
|---|---|---|
| 23 | Subtraction to 20 as taking away | Q3 · 5 |
| 24 | Missing number in addition or subtraction sentences | Q3 · 6 |
| 25 | Equivalent expressions | Q3 · 7 |
| 26 | Solving subtraction problems to 20 | Q3 · 8 |
| 27 ⊕ | Subtraction to 100 and using tens and ones | Q3 · 9–10 |
| 28 ⊕ | Determining and creating repeating patterns | Q3 · 11–12 |
| 29 ⊕ | Fractions ½ and ¼ — illustrating, comparing, counting | Q4 · 1–3 |
| 30 ⊕ | Coins and bills to ₱100 — recognising, valuing, comparing | Q4 · 4–6 |
| 31 | Solving money problems | Q4 · 7 |
| 32 | Half and quarter turns, clockwise and counter-clockwise | Q4 · 8 |
| 33 ⊕ | Clock time, days of the week, months of the year, calendar, and time problems | Q4 · 9–12 |
End-of-term block — performance task, tests, closing activities, reporting.
Coverage check
| Guide quarter | Competencies | Weeks | Where |
|---|---|---|---|
| Quarter 1 | 13 | 11 | Term 1, weeks 1–11 |
| Quarter 2 | 10 | 9 | Term 2, weeks 12–20 |
| Quarter 3 | 12 | 8 | Term 2 weeks 21–22; Term 3 weeks 23–28 |
| Quarter 4 | 12 | 5 | Term 3, weeks 29–33 |
| Total | 47 | 33 |
All 47 guide competencies are placed. Nothing is repeated and nothing is dropped.
6. Assessment and Grading
❌ This section was corrected on 17 August 2026. The previous version applied weights of 20% / 50% / 30%, a transmutation table, and 75 as the passing mark. None of that is the rule for Grade 1 this year — it belongs to Key Stages 2 to 4. See
source-catalogue.md§4.
Per DO No. 015, s. 2026, Key Stage 1 is graded descriptively, not numerically. The change is phased in one grade a year, and Grade 1 is the first to enter, in 2026–2027 — the year this syllabus is written for.
| Year | Descriptive grading | Still numerical |
|---|---|---|
| 2026–2027 | Kindergarten, Grade 1 | Grades 2, 3 |
| 2027–2028 | Kindergarten, Grades 1–2 | Grade 3 |
| 2028–2029 | Kindergarten, Grades 1–3 | — |
The five levels
| Level | What it looks like in Mathematics 1 (this syllabus's suggestion) | |
|---|---|---|
| A | Advancing | Builds 10 every way without help, and explains why there are no others |
| B | Benchmarking | Composes and decomposes 10 accurately with objects or drawings, and states the number sentence |
| C | Connecting | Accurate while holding real objects; slips once it is only a picture |
| D | Developing | Counts to 10 but does not yet see the pairs inside it |
| E | Emerging | Recites the count but does not yet match number to object |
The level is reported on the Learner's Progress Report alongside a narrative — not a number. The evidence base is observation, anecdotal records, learner outputs and rubrics. No academic awards are conferred in Key Stage 1.
Written works, performance tasks and examinations still exist as sources of evidence; they are simply not weighted into a number. How much evidence is enough is left to the teacher, and formal written examinations are to be limited and developmentally appropriate.
⚠️ All of the above is reported, not verified. DO No. 015, s. 2026 could not be downloaded in the environment this was built in — see
source-catalogue.md. The five letters and the phase-in years are consistent across several reports, but the "what it looks like" column is this syllabus's own work, not the order's. Confirm against the order itself before using this for real grading.
Weekly formative assessment
Formative work is not graded — it steers teaching.
- Hand signal — show the number with fingers; the teacher reads the whole class at once
- Exit question — one picture, one answer, before going home
- Game Teacher Panel — an accurate per-round record against the week's competency
- Find the mistake — a deliberately wrong decomposition; the class finds where it broke
7. Learner Support
| Situation | What it looks like |
|---|---|
| Below level | Stay on 5 before moving to 10. Always holding a real object — stones, bottle caps — never only a picture |
| At level | Build 10 every way; write the number sentence for each |
| Above level | Find every way of building 12 or 15; explain why there are certainly no others |
| Child not yet speaking in class | Let them answer by placing stones on the desk rather than aloud |
| Large class | Simultaneous hand signals; never one child called at a time |
8. Materials
No cost — stones, tomato or guava seeds, bottle caps, sticks, string, old newspaper, cardboard from an old box, chalk, blackboard.
If available — plastic counters, laminated ten-frames, a projector or even a single phone for the game, scissors, glue, coloured pencils.
The entire week 9 lesson can be taught with chalk and stones alone. See the lesson plan §III.E.
This is a deliberate departure from the grade level standard's "with the use of technology" (§2). The standard asks for technology; a large share of the schools these artifacts are for do not reliably have it. Everything here therefore works without electricity, and the digital versions are a convenience rather than a requirement.
9. Curriculum Verification
The official guide is committed to this repository:
MATATAG-Mathematics-CG-2023-Grades1-10.pdf— DepEd, August 2023, 73 pages, with a text extraction for searching.
| Item | Source | Status |
|---|---|---|
| Grade level standard (§2) | Guide pp. 20–21 | ✅ Quoted verbatim |
| Content domains (§3) | Guide p. 20 | ✅ Verified |
| Quarter 1 (§4) | Guide p. 25 | ✅ Quoted verbatim |
| Quarter 2 (§4) | Guide p. 26 | ✅ Quoted verbatim |
| Quarter 3 (§4) | Guide p. 27 | ✅ Quoted verbatim |
| Quarter 4 (§4) | Guide p. 28 | ✅ Quoted verbatim |
| Three-term calendar | DO No. 009, s. 2026 | ⚠️ Adopted, but from search reporting — the order itself is unread |
| Term boundaries and week numbers (§5) | This repository | ⚠️ Proposal — no Budget of Work |
| Assessment weights (§6) | DO No. 015, s. 2026 | ⚠️ Adopted, but from search reporting |
| Performance tasks (§4) | This syllabus | ⚠️ Suggestion, not guide content |
What this copy verifies, and what it does not
Because the guide is in English, §2 and §4 of this copy are quotations. That removes translation from the chain of custody for the single largest block of content in the syllabus: if you are checking whether this course actually covers the MATATAG Grade 1 competencies, check it here, against pages 25–28 of the committed PDF.
It does not verify the two DepEd Orders. Those are adopted from search reporting in both copies and remain the weakest claims in the document, flagged at every point of use.
The Filipino copy is the one that gets taught
syllabus.md is the classroom document, and its §2 and §4 are this
repository's translations, not quotations. Filipino mathematical terminology varies between
divisions and regions, and those translations have still not been reviewed by a Filipino-speaking
teacher. That remains the largest unverified surface in this artifact set — writing this
English copy narrowed it (it is now possible to diff the two), but did not close it.
Writing this copy already found one: "with the use of technology" was in the guide, absent from the Filipino translation, and has now been restored to both.
For other mother tongues
If a school's mother tongue is not Filipino, the whole set should be translated into that language in its own folder — never two languages mixed in one copy. DepEd recognises nineteen languages under MTB-MLE.