The week numbers are this repository’s proposal, not DepEd’s. A school’s approved Budget of Work replaces every one of them. The competency text and the quarter it belongs to are the guide’s own.
The performance task sits in each term’s end-of-term block rather than in a numbered week, so no week below is marked as one.
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Term 1 June – September
Quarter 1 — what this quarter is driving toward
Content standards
The learners should have knowledge and understanding of: 1. measures of angles; 2. properties of triangles and quadrilaterals; 3. perimeter of quadrilaterals, and composite figures composed of triangles and quadrilaterals; 4. whole numbers up to 1 000 000; 5. addition of numbers with sums up to 1 000 000 and subtraction of numbers where both numbers are less than 1 000 000.
Performance standard
By the end of this block of work, the learners are able to: illustrate and measure different angles (MG); classify triangles and quadrilaterals, and differentiate quadrilaterals, by applying their properties (MG); find the perimeter of quadrilaterals and composite figures composed of triangles and quadrilaterals (MG); read, write, and compare whole numbers up to 1 000 000 (NA); perform addition of numbers with sums up to 1 000 000 and subtraction of numbers where both numbers are less than 1 000 000 (NA).
Performance task (suggested by this repository)
*Barangay Data Board* — gather five real quantities about the barangay (population, households, distance to the municipal hall in metres, budget in pesos, learners enrolled), write each in numerals and in words, compare them using =, < and >, round them to the nearest hundred thousand, and present the set with a written justification.
1Week
Angles — right, acute, obtuse, using models
Quarter 1Q1 · 1
Curriculum guide competency
1. illustrate different angles (right, acute, and obtuse) using models
Competency placed; teaching materials not built
2Week
Measuring and drawing angles with a protractor
Quarter 1Q1 · 2
Curriculum guide competency
2. measure and draw angles using a protractor
Competency placed; teaching materials not built
3Week
Properties of triangles and quadrilaterals
Quarter 1Q1 · 3
Curriculum guide competency
3. draw and state the properties of triangles and quadrilaterals
Competency placed; teaching materials not built
4Week
Classifying triangles and quadrilaterals; differentiating quadrilaterals
Quarter 1Q1 · 4–5
Curriculum guide competencies
4. classify triangles and quadrilaterals according to sides and angles
5. differentiate different quadrilaterals
Competency placed; teaching materials not built
5Week
Perimeter of quadrilaterals that are not squares or rectangles
Quarter 1Q1 · 6
Curriculum guide competency
6. find the perimeter of quadrilaterals that are not squares or rectangles
Competency placed; teaching materials not built
6Week
Perimeter of composite figures
Quarter 1Q1 · 7
Curriculum guide competency
7. find the perimeter of composite figures composed of triangles and quadrilaterals
Competency placed; teaching materials not built
7Week
Whole numbers to 1 000 000 — reading, writing, place value and value
Quarter 1Q1 · 8–9
Curriculum guide competencies
8. read and write numbers up to 1 000 000 in numerals and in words
9. determine (a) the place value of a digit in a 6-digit number, (b) the value of a digit, and (c) the digit of a number, given its place value
Comparing numbers using =, < and >; rounding to the nearest hundred thousand
Quarter 1Q1 · 10–11
Curriculum guide competencies
10. compare numbers up to 1 000 000 using =, < and >
11. round numbers to the nearest hundred thousand
Competency placed; teaching materials not built
9Week
Estimating sums and differences; addition and subtraction to 1 000 000
Quarter 1Q1 · 12–13
Curriculum guide competencies
12. estimate the sum and difference of two 5- to 6-digit numbers by rounding the addends to the nearest large place value of the numbers
13. add numbers with sums up to 1 000 000 and subtract numbers where both numbers are less than 1 000 000, with and without regrouping
Competency placed; teaching materials not built
Quarter 2 — what this quarter is driving toward
Content standards
1. 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; 2. conversion of units of length, mass, capacity, and time; 3. addition and subtraction of similar fractions, including mixed numbers.
Performance standard
Perform multiplication of whole numbers with products up to 1 000 000 (NA); perform division of up to 4-digit numbers by up to 2-digit numbers (NA); perform different operations by applying the MDAS rules (NA); convert units of length, mass, capacity, and time (MG); perform addition and subtraction of similar fractions, including mixed numbers (NA).
Performance task (suggested by this repository)
*Recipe Fractions* — halve and double a family recipe, recording every adjusted measurement as a fraction, converting between units where needed, and justifying each conversion.
10Week
Multiplying 3- to 4-digit by 1-digit and 2- to 3-digit by 2-digit; estimating products
Quarter 2Q2 · 1–2
Curriculum guide competencies
1. multiply two numbers with and without regrouping: (a) 3- to 4-digit by 1-digit, (b) 2- to 3-digit by 2-digit, with products up to 1 000 000
2. estimate the result of multiplying two numbers where the product is less than 1 000 000
Competency placed; teaching materials not built
11Week
Dividing 3- to 4-digit by 1-digit and 2- to 3-digit by 2-digit; estimating quotients
Quarter 2Q2 · 4–5
Curriculum guide competencies
4. divide two numbers with and without regrouping: (a) 3- to 4-digit by 1-digit, (b) 2- to 3-digit by 2-digit
5. estimate the quotient when dividing 3- to 4-digit dividends by 1- to 2-digit divisors
Competency placed; teaching materials not built
Term 2 September – December
Quarter 2 — what this quarter is driving toward
Content standards
1. 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; 2. conversion of units of length, mass, capacity, and time; 3. addition and subtraction of similar fractions, including mixed numbers.
Performance standard
Perform multiplication of whole numbers with products up to 1 000 000 (NA); perform division of up to 4-digit numbers by up to 2-digit numbers (NA); perform different operations by applying the MDAS rules (NA); convert units of length, mass, capacity, and time (MG); perform addition and subtraction of similar fractions, including mixed numbers (NA).
Performance task (suggested by this repository)
*Recipe Fractions* — halve and double a family recipe, recording every adjusted measurement as a fraction, converting between units where needed, and justifying each conversion.
12Week
Multi-step problems including money; number sentences
Quarter 2Q2 · 3, 6
Curriculum guide competencies
3. solve multi-step problems involving one or more of the four operations with results up to 1 000 000, including problems involving money
6. represent situations involving one or more of the four operations using a number sentence
Competency placed; teaching materials not built
13Week
The MDAS rules
Quarter 2Q2 · 7
Curriculum guide competency
7. perform two or more different operations by applying the MDAS rules
Competency placed; teaching materials not built
14Week
Converting units of length, mass, and capacity
Quarter 2Q2 · 8
Curriculum guide competency
8. convert common units of measure from larger to smaller units and vice versa (m/cm, km/m, kg/g, g/mg, L/mL)
Competency placed; teaching materials not built
15Week
Converting time; problems involving elapsed time
Quarter 2Q2 · 9–10
Curriculum guide competencies
9. convert time measures from smaller to larger units and vice versa (seconds→minutes→hours→days→weeks→months→years)
10. solve problems involving conversion of units of length, mass, capacity, and time, including elapsed time in hours and minutes
Competency placed; teaching materials not built
16Week
Proper, improper and mixed numbers; plotting fractions on the number line
Quarter 2Q2 · 11–13
Curriculum guide competencies
11. identify proper fractions, improper fractions, and mixed numbers
12. rewrite improper fractions into mixed numbers, and vice versa
13. plot fractions with denominators 2, 4, 5, and 10 on the number line
Competency placed; teaching materials not built
17Week
Adding and subtracting similar fractions
Quarter 2Q2 · 14
Curriculum guide competency
14. add and subtract similar fractions across five given combinations
Competency placed; teaching materials not built
Quarter 3 — what this quarter is driving toward
Content standards
1. dissimilar and equivalent fractions; 2. factors and multiples of numbers up to 100; 3. addition and subtraction of dissimilar fractions; 4. symmetric figures with respect to a line; 5. resulting images after applying reflection with respect to a line.
Performance standard
Represent, compare, and order dissimilar fractions (NA); find factors and multiples of numbers up to 100 (NA); identify symmetry with respect to a line, and create figures that have line symmetry (MG); perform reflection with respect to a line, including glide reflection, to obtain images of shapes (MG).
Performance task (suggested by this repository)
*Pattern Cloth* — design a symmetric banner for a barangay event, then describe the fractional area each colour occupies and order those fractions.
18Week
Representing dissimilar fractions with models
Quarter 3Q3 · 1
Curriculum guide competency
1. represent dissimilar fractions, with denominators up to 10, using models
Competency placed; teaching materials not built
19Week
Comparing dissimilar fractions
Quarter 3Q3 · 2
Curriculum guide competency
2. compare dissimilar fractions using =, > and <
Competency placed; teaching materials not built
20Week
Ordering dissimilar fractions
Quarter 3Q3 · 3
Curriculum guide competency
3. order dissimilar fractions from smallest to largest, and vice versa
Competency placed; teaching materials not built
21Week
Generating and determining equivalent fractions
Quarter 3Q3 · 4–5
Curriculum guide competencies
4. generate equivalent fractions using models
5. determine equivalent fractions
Competency placed; teaching materials not built
22Week
Multiples of numbers up to 100
Quarter 3Q3 · 6
Curriculum guide competency
6. identify the multiples of given numbers up to 100
Competency placed; teaching materials not built
Term 3 January – April
Quarter 3 — what this quarter is driving toward
Content standards
1. dissimilar and equivalent fractions; 2. factors and multiples of numbers up to 100; 3. addition and subtraction of dissimilar fractions; 4. symmetric figures with respect to a line; 5. resulting images after applying reflection with respect to a line.
Performance standard
Represent, compare, and order dissimilar fractions (NA); find factors and multiples of numbers up to 100 (NA); identify symmetry with respect to a line, and create figures that have line symmetry (MG); perform reflection with respect to a line, including glide reflection, to obtain images of shapes (MG).
Performance task (suggested by this repository)
*Pattern Cloth* — design a symmetric banner for a barangay event, then describe the fractional area each colour occupies and order those fractions.
23Week
Factors; reducing fractions to simplest form
Quarter 3Q3 · 7–8
Curriculum guide competencies
7. find all the factors of a given number up to 100
8. reduce fractions to simplest form
Competency placed; teaching materials not built
24Week
Adding and subtracting dissimilar fractions
Quarter 3Q3 · 9–10
Curriculum guide competencies
9. add and subtract dissimilar fractions using models
10. add and subtract dissimilar fractions across five given combinations
Competency placed; teaching materials not built
25Week
Multi-step problems with fractions
Quarter 3Q3 · 11
Curriculum guide competency
11. solve multi-step problems involving addition and/or subtraction of fractions
Competency placed; teaching materials not built
26Week
Line symmetry; reflection and glide reflection
Quarter 3Q3 · 12–14
Curriculum guide competencies
12. identify symmetry with respect to a line
13. complete a figure that is symmetric with respect to a line
14. draw the image of an object after applying reflection with respect to a line, including glide reflection
Competency placed; teaching materials not built
Quarter 4 — what this quarter is driving toward
Content standards
1. presentation and interpretation of data in tabular form and in a single line graph; 2. simple patterns; 3. number sentences; 4. decimal numbers and their relationship to fractions.
Performance standard
Present and interpret data in tabular form and in a single line graph (DP); generate a simple pattern and describe the rule used (NA); complete number sentences to represent number properties and number facts (NA); represent, compare, order, and round decimal numbers (NA); convert decimal numbers to fractions and fractions with denominators 10 or 100 to decimals (NA).
Performance task (suggested by this repository)
*Classroom Survey* — pose a question, collect data with a time element, present it as a table and a single line graph, and write three statements the graph supports and one it does not.
27Week
Collecting data with a time element and presenting it in tables and single line graphs
Quarter 4Q4 · 1–2
Curriculum guide competencies
1. collect data with time element using appropriate sources
2. present data in a tabular form, or in a single line graph
Competency placed; teaching materials not built
28Week
Interpreting data; solving problems from data
Quarter 4Q4 · 3–4
Curriculum guide competencies
3. interpret data presented in a tabular form, or in a single line graph
4. solve problems using data for at most two variables
Competency placed; teaching materials not built
29Week
Simple patterns and their rules and number sentences
Quarter 4Q4 · 5–6
Curriculum guide competencies
5. describe the rule used to generate a given simple pattern
6. complete a number sentence (a) to represent a property of operations, (b) to represent equivalent number facts
Competency placed; teaching materials not built
30Week
Decimals and their relationship to fractions
Quarter 4Q4 · 7
Curriculum guide competency
7. represent decimal numbers using models and manipulatives to show the relationship to fractions
Competency placed; teaching materials not built
31Week
Reading and writing decimals to hundredths; place value in decimals
Quarter 4Q4 · 8–9
Curriculum guide competencies
8. read and write decimal numbers with decimal parts to hundredths
9. determine (a) the place value to hundredths of a digit in a given decimal number, (b) the value of a digit, and (c) the digit of a number, given its place value
Competency placed; teaching materials not built
32Week
Converting decimals and fractions; the number line
Quarter 4Q4 · 10–11
Curriculum guide competencies
10. convert decimal numbers to fractions, and fractions with denominators 10 or 100 to decimals
11. plot decimal numbers with tenth decimal part on the number line
Competency placed; teaching materials not built
33Week
Comparing, ordering, and rounding decimals
Quarter 4Q4 · 12–13
Curriculum guide competencies
12. compare and order decimal numbers with decimal parts to hundredths
13. round decimal numbers to the nearest whole number and to the nearest tenth