Mathematics 2 — Course Syllabus

MATATAG Curriculum · Key Stage 1 · School Year 2026–2027

This is the English copy of a Filipino document. Grade 2 is taught in the mother tongue under MTB-MLE, so syllabus.md is the version a Grade 2 teacher actually uses and the one to treat as authoritative. This copy exists for school heads, division supervisors, and anyone checking the curriculum mapping who does not read Filipino. The learner-facing materials — slides, game, worksheet, wall chart — are Filipino only.

1. Course Description

In Grade 2 the numbers grow from 100 to 1000, and one idea grows with them: a digit and its value are not the same thing.

In 472, the 7 is a digit. Its value is 70. Its place is the tens. Three different answers to three questions that sound almost identical — and in the curriculum guide they are a single competency, Quarter 1 number 10. This syllabus gives it a full week, because every regrouped addition, every borrowed subtraction, and every expanded form in Grade 3 rests on it.

Three other things appear for the first time this year.

Multiplication and division. They are introduced not as new arithmetic but as repeated addition and equal sharing — things a child has been able to do since Grade 1, now given a name and a symbol. Five tables only: 2, 3, 4, 5 and 10.

Fractions with names. Grade 1 had only ½ and ¼. Grade 2 brings denominators 2, 3, 4, 5, 6 and 8, and reading and writing them in fraction notation.

The pictograph with a scale. In Grade 1 one picture meant one thing. Now one picture can mean five. That is the first time in a child's schooling that a drawing stands for more than one, and it is where all later graph reading begins.

Contexts stay local: the number of learners in each grade, prices at the sari-sari store, the length of the classroom bench, arrival and departure times, the barangay calendar.

2. Grade Level Standard

Quoted verbatim from the MATATAG Mathematics Curriculum Guide (DepEd, August 2023), page 21.

GRADE 2 — The learner demonstrates knowledge, skills, and understanding in relation to the curriculum content domains Number and Algebra (whole numbers up to 1000, ordinal numbers up to 20th; addition of numbers with sums up to 1000; the denominations and values of Philippine coins and bills up to ₱1000, and the addition of amounts of money with sums up to ₱1000; subtraction of numbers where both numbers are less than 1000; increasing patterns and decreasing patterns; multiplication and division of whole numbers using the 2, 3, 4, 5, and 10 multiplication tables; odd and even numbers; unit fractions and similar fractions with denominators 2, 3, 4, 5, 6, and 8); Measurement and Geometry (circles, half circles, quarter circles and composite figures made up of squares, rectangles, triangles, circles, half-circles, and quarter-circles; one step slides and flips of basic shapes and figures; measurement, comparison, and estimation of length and distance using appropriate tools and units; duration of time, elapsed time, and telling and writing time in hours and minutes (using a.m. and p.m.); straight and curved lines, and flat and curved surfaces; the perimeter of triangles, squares, and rectangles); and Data and Probability (pictographs with 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.

3. Content Domains

What Grade 2 does not cover: whole numbers beyond 1000 (Grade 3), the 6, 7, 8 and 9 multiplication tables (Grade 3), area (Grade 3), and dissimilar fractions (Grade 3 onward). Mass and capacity remain in non-standard units and are not listed for Grade 2 at all.

Where the domains sit. Quarter 1 pairs Measurement and Geometry with Number and Algebra, and so does Quarter 2. Quarter 3 opens with Data and Probability, then Number and Algebra. Quarter 4 is Number and Algebra, then Measurement and Geometry.

4. Content Map

The Filipino syllabus carries all four quarters in full, with every content standard, competency and performance standard transcribed from the curriculum guide (DepEd, August 2023, pages 29–33) and rendered in Filipino. This copy does not repeat those tables — reproducing fifty-three competencies twice invites the two copies to drift apart, and the Filipino one is the version in daily use.

See syllabus.md §4 for the complete map. The quarter totals are:

Performance tasks in that map are this syllabus's suggestions, not CG content.

The competency most easily skipped is Quarter 3 number 2 — interpret data in a pictograph. Making a pictograph is easy and it is tempting to stop there. Interpreting it is the actual competency, and it runs forward to the critical graph reading of Grade 6 and Grade 9.

5. Term-by-Term Scope and Sequence

Thirty-three instructional weeks, eleven per term — an even split this repository chose.

⚠️ The real terms are not equal. DO No. 009, s. 2026 is reported as 54 / 55 / 61 instructional days across 201 class days — roughly 34 teaching weeks split 11 / 11 / 12. The Budget of Work is what should settle it, and it remains unobtained. Give Term 3 the slack.

All 53 competencies appear exactly once across the 33 weeks. Twenty weeks pair naturally adjacent competencies. The full grid is in syllabus.md §5; the shape is:

Week 7 — place value in a 3-digit number (Q1 · 10) — is the week this repository builds in full.

Two weeks are tight, and both are named rather than hidden. Week 31 carries one competency containing three separate ideas — minutes in an hour, hours in a day, days in a week — plus timetables. Quarter 4 gets seven weeks for thirteen competencies, six of its seven weeks pairing. If Term 3's reported extra week exists, it belongs to that quarter as a whole, not to Week 31 alone.

What is authoritative here and what is not. The CG assigns content to quarters; the Budget of Work assigns it to weeks, and this repository holds neither the Grade 2 Budget of Work nor the DO 009 annexes (source-catalogue.md). The week grid is this repository's proposal. Adjust freely.

6. Assessment and Grading

Grade 2 still receives a numerical grade in SY 2026–2027. It is not yet covered by descriptive grading. This matters, because Grade 1 and Grade 2 are both Key Stage 1 and are treated differently this year.

Grade 2 moves to descriptive grading next year, SY 2027–2028. The five levels it will use then are set out in assessment.md §7, so that a teacher meets them before they arrive.

The weights — and what is not known

❌ This repository does not hold the weights for Grade 2, and will not invent them.

The 20% / 50% / 30% reported in DO No. 015, s. 2026 is attributed to Key Stages 2 and 3 — Grades 4 to 10. Grade 2 is Key Stage 1, so that split does not cover it.

A Key Stage 1 Electronic Class Record was published for Grades 2 and 3 only — itself corroboration that they are numerically graded — but it was not obtainable. See source-catalogue.md.

So class-record.html supplies no weights. The teacher enters the three percentages that their division actually applies; the record does the arithmetic and refuses to produce any grade until the three add to 100. A plausible default would be believed. A blank one cannot be.

The three evidence sources remain, whatever the weights:

Formal written testing at Key Stage 1 is to be limited and developmentally appropriate. The papers in assessment.md are 20 items, not 40 — half the length of Grade 4 upward — and every one of them can be given orally.

7. Verification Checklist

Part of the E-turo MATATAG artifact set. The Filipino originals: syllabus.md · lesson-plan.md · lesson-plan-ilaw.md · assessment.md · offline-activities.md