Mathematics 4 — Course Syllabus

MATATAG Curriculum · Key Stage 2 · School Year 2026–2027

The three-term school year

From SY 2026–2027 the school year runs in three terms, not four quarters. Each term pairs protected instructional time with a block for assessment, remediation, and reporting.

The curriculum guide predates this calendar and still assigns content to four quarters. Those competencies are unchanged — only their container moved. §4 keeps the CG's quarter attribution visible on every row so nothing is lost in translation, and §5 shows how the four quarters are distributed across the three terms.

1. Course Description

Mathematics 4 is the entry point of Key Stage 2. Learners arrive able to work confidently with numbers to 1 000; they leave able to work with numbers to 1 000 000, to multiply and divide with meaning rather than by rote, to reason about fractions and decimals as quantities rather than as pairs of digits, and to measure, describe, and compare the shapes and data they meet outside the classroom.

The year is deliberately unhurried. Under MATATAG, competencies have been reduced so that time can be spent on understanding rather than coverage. A single idea — what a digit's position tells you — is worth a full week here, because everything that follows in the next six years of mathematics rests on it.

Learning is contextualised in the learner's own surroundings: the price list at the sari-sari store, the population of the barangay, the fare from home to school, the rice measured in the kitchen. Learners are expected to explain their reasoning aloud and in writing, not only to produce answers.

2. Grade Level Standard

Quoted verbatim from the MATATAG Mathematics Curriculum Guide (DepEd, August 2023), page 22.

GRADE 4 — The learner demonstrates knowledge, skills, and understanding in relation to the curriculum content domains Number and Algebra (whole numbers up to 1 000 000; addition of numbers with sums up to 1 000 000 and subtraction of numbers where both numbers are less than 1 000 000; multiplication of whole numbers with products up to 1 000 000; division of up to 4-digit numbers by up to 2-digit numbers, and the MDAS rules; addition and subtraction of similar fractions, including mixed numbers; dissimilar and equivalent fractions; factors and multiples of numbers up to 100; addition and subtraction of dissimilar fractions; simple patterns; number sentences; decimal numbers and their relationship to fractions); Measurement and Geometry (right, acute, and obtuse angles; properties of triangles and quadrilaterals; perimeter of quadrilaterals, and composite figures composed of triangles and quadrilaterals; conversion of units of length, mass, capacity, and time; symmetric figures and designs; reflection with shapes); and Data and Probability (presentation and interpretation of data in tabular form and in a single line graph). 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

MATATAG Mathematics organises all ten grades under three domains. Grade 4 carries them as follows — taken from the grade level standard above, not inferred:

Two things Grade 4 does not cover, despite being easy to assume: area (that is Grade 3 for squares and rectangles, and Grade 6 for triangles and circles) and probability or chance (Data and Probability at Grade 4 is data handling only). Earlier drafts of this syllabus wrongly included both.

Every quarter draws on more than one domain. Grade 4 has no single-domain quarter — each one pairs Measurement and Geometry or Data and Probability with Number and Algebra.

4. Content Map

Every entry below is quoted or closely transcribed from the official curriculum guide (DepEd, August 2023, pages 39–43), which is committed to this repository at docs/research/source/. Competency numbers are the CG's own.

The CG organises content into four quarters. This section preserves that organisation exactly, because it is the authoritative source and because competency numbering is quarter- relative — "Quarter 2 competency 7" is how the MDAS rules are identified in the CG, and renumbering them into terms would break every cross-reference. §5 maps these four quarters onto the three terms of the current calendar.

Performance tasks are this syllabus's suggestions, not CG content — they are marked as such.

CG Quarter 1 — Angles, Polygons, and Whole Numbers to 1 000 000

Taught in Term 1, weeks 1–9

CG Quarter 2 — Multiplication, Division, Units, and Similar Fractions

Opens in Term 1 (weeks 10–11); completed in Term 2 (weeks 12–17)

CG Quarter 3 — Dissimilar Fractions, Factors and Multiples, Symmetry

Opens in Term 2 (weeks 18–22); completed in Term 3 (weeks 23–26)

CG Quarter 4 — Data, Patterns, Number Sentences, and Decimals

Taught in Term 3, weeks 27–33

Note on CG Quarter 4 competency 9. It is the same place value competency as CG Quarter 1 competency 9, moved into decimals. A learner who genuinely understands the Term 1 Week 7 lesson in this repository meets most of it already — the place names change, the idea does not. Under the three-term calendar those two lessons now sit roughly seven months apart, which makes the callback worth planning for rather than assuming.

5. Term-by-Term Scope and Sequence

Thirty-three instructional weeks, eleven per term — an even split this repository chose, not one DO 009 specifies. Assessment, remediation and reporting sit in each term's end-of-term block rather than consuming a teaching week, which is the change that lets four quarters of CG content fit into three terms without dropping a single competency.

⚠️ 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. That is roughly 34 teaching weeks split 11 / 11 / 12 — Term 3 runs more than a week longer than the other two. The even 11/11/11 grid below is therefore slightly tight in Term 3 and has a spare week that is not shown. Rather than renumber 33 rows against reported day counts, the grid is left as a clean proposal; the Budget of Work is what should settle it, and it remains unobtained. If you are pacing a real class, give Term 3 the slack.

Every CG competency appears exactly once. The three weeks saved come from merging four pairs of naturally adjacent topics into shared weeks — marked ⊕ below — not from cutting content.

What is authoritative here and what is not. The CG assigns content to quarters. DepEd's Budget of Work assigns it to weeks. This repository has neither the Grade 4 Budget of Work nor the DO 009 implementing annexes — both are behind a network block (source-catalogue.md). The term boundaries and week numbers below are therefore this repository's proposal, derived from the CG's own listing order and from one corroborating data point: published Grade 4 Term 1 material covers angles, triangles, quadrilaterals, perimeter, whole numbers to 1 000 000, addition, subtraction, multiplication and division — which is exactly CG Quarter 1 plus the opening of CG Quarter 2. A school's approved budget of work may order it differently. Adjust freely.

Term 1 — June to September

CG Quarter 1 complete, then the opening of CG Quarter 2.

End-of-term block — performance task, Term 1 examination, remediation, reporting.

Term 2 — September to December

The rest of CG Quarter 2, then the opening of CG Quarter 3.

End-of-term block — performance task, Term 2 examination, remediation, reporting.

Term 3 — January to April

The rest of CG Quarter 3, then CG Quarter 4 complete.

End-of-term block — performance task, Term 3 examination, closing activities, reporting.

Coverage check

All 54 CG competencies are placed. None is taught twice, and none is dropped.

6. Assessment and Grading

Per DO No. 015, s. 2026, the revised classroom assessment and grading guidelines that accompany the three-term calendar. Mathematics is a Key Stage 2 core learning area:

Transmutation is being withdrawn, and this school year sits in the middle of that.

So a Grade 4 class this year is still transmuted, on a table that is not the old one, and next year's cohort will not be transmuted at all. Any spreadsheet built from this syllabus needs a year switch, not a fixed table.

⚠️ Reported, not verified — but the weights are now corroborated. DO No. 015, s. 2026 could not be downloaded in the environment these artifacts were built in — see source-catalogue.md. A second independent search pass on 17 August 2026 returned the same 20 / 50 / 30 split and the same examination subdivision, attributed to the Key Stage 2 core learning areas — English, Filipino, Mathematics, Science and Araling Panlipunan — with EPP/TLE and MAPEH weighted differently. Two passes agreeing is not the order itself. Confirm before computing a real grade.

The superseded weights, for reference: DO No. 8, s. 2015 set Written Work 40%, Performance Tasks 40%, Quarterly Assessment 20%. The direction of the change — much heavier weighting on performance tasks — is the substantive part, and it raises the stakes on the performance tasks suggested in §4.

Formative assessment used weekly

Formative work is not graded — it steers instruction.

• Exit tickets — one question at the end of each session
• Thumbs check — a five-second whole-class confidence read
• The game's Teacher Panel — per-round accuracy against the week's competency, giving the teacher a per-learner picture in under a minute without marking a single paper
• Error hunts — learners find and correct a planted mistake, which surfaces misconceptions faster than correct answers do

7. Learner Support

8. Materials

No-cost / recycled — the default. The course is designed to run on these alone.

• Bottle caps, tamarind seeds, or pebbles as counters
• Popsicle sticks and rubber bands for bundling into tens, hundreds, thousands
• Cut-up cardboard from grocery boxes for digit tiles
• Old newspapers for large-number hunts
• Chalk and the board

If available.

• One projector or television for the slide deck
• Any device with a browser — a shared tablet, a laptop, a phone — for the game
• A printed laminated place-value chart per learner

9. Curriculum Verification — Completed

This syllabus has been checked against the official curriculum guide, which is committed to this repository:

• docs/research/source/MATATAG-Mathematics-CG-2023-Grades1-10.pdf — MATATAG K to 10 Curriculum of the K to 12 Program: Mathematics, Grades 1–10, Department of Education, August 2023, 73 pages.
• A plain-text extraction sits alongside it for searching.

Corrections made when the CG was checked

Earlier drafts were assembled from search-result summaries because the CG could not be downloaded. Checking against the real document found the quarter map substantially wrong. Recording the errors here so the same mistakes are not repeated for other grades:

Part of the E-turo MATATAG artifact set. Companion files: lesson-plan.md · slides.html · game.html · offline-activities.md