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. 12- and 24-hour time, and world time zones; 2. the GMDAS rules for operations with numbers; 3. multiplication of fractions; 4. area of a parallelogram, triangle, and trapezoid.
Performance standard
By the end of the quarter, the learners are able to: use 12- and 24-hour time (MG); compare the time in world time zones with the time in the Philippines (MG); use the GMDAS rules for 3 or more different operations (NA); multiply fractions (NA); determine the area of a parallelogram, triangle, and trapezoid (MG).
Performance task (suggested by this repository)
*The OFW Call Schedule* — a family needs to call relatives working in Riyadh, Hong Kong, and Milan. Using a world time zone map, build a one-page schedule showing a workable call time for each city in both 12- and 24-hour notation, and justify in writing why each slot avoids sleeping hours at both ends.
1Week
Describing the 12- and 24-hour clock systems
Quarter 1Q1 · 1
Curriculum guide competency
1. describe a 12- and 24-hour clock system
Competency placed; teaching materials not built
2Week
Converting 12-hour time to 24-hour time and back
Quarter 1Q1 · 2
Curriculum guide competency
2. convert 12-hour time to 24-hour time, and vice versa
Competency placed; teaching materials not built
3Week
Solving problems involving 12- and 24-hour time
Quarter 1Q1 · 3
Curriculum guide competency
3. solve problems involving 12- and 24-hour time
Competency placed; teaching materials not built
4Week
Comparing world time zones with Philippine time and solving time-zone problems
Quarter 1Q1 · 4–5
Curriculum guide competencies
4. compare the time in different world time zones to the time in the Philippines using a world time zone map
5. solve problems on comparing the time in different world time zones to the time in the Philippines
Competency placed; teaching materials not built
5Week
The GMDAS rules with three or more operations
Quarter 1Q1 · 6
Curriculum guide competency
6. perform three or more different operations by applying the GMDAS rules
Multi-step problems involving multiplication of fractions
Quarter 1Q1 · 9
Curriculum guide competency
9. solve multi-step problems involving multiplication of fractions that may or may not also involve addition or subtraction of fractions
Competency placed; teaching materials not built
9Week
Height and area of a parallelogram, triangle and trapezoid and estimating areas on grids
Quarter 1Q1 · 10–12
Curriculum guide competencies
10. identify the height of a parallelogram, triangle, and trapezoid, in different orientations
11. find the area of a parallelogram, triangle, and trapezoid, in sq. cm or sq. m, using formulas
12. estimate the areas of triangles and quadrilaterals (parallelogram, rhombus, trapezoid) using grids
Competency placed; teaching materials not built
Quarter 2 — what this quarter is driving toward
Content standards
1. division of fractions; 2. decimal numbers with decimal parts up to ten thousandths; 3. addition and subtraction of decimal numbers; 4. divisibility rules; 5. prime and composite numbers.
Performance standard
Divide fractions (NA); compare, order, and round decimals to the nearest one thousandth (NA); add and subtract decimal numbers (NA); use divisibility rules (NA); distinguish prime numbers from composite numbers (NA).
Performance task (suggested by this repository)
*The Sari-Sari Receipt Audit* — collect or reconstruct ten real purchase amounts to two decimal places. Order them, round each to the nearest thousandth of a peso to expose why centavo rounding matters, total them, and check the total two ways. Write one paragraph on where a rounding error would hide.
10Week
Dividing fractions using models
Quarter 2Q2 · 1
Curriculum guide competency
1. divide fractions using models
Competency placed; teaching materials not built
11Week
Dividing a fraction by a fraction
Quarter 2Q2 · 2
Curriculum guide competency
2. divide a fraction by a fraction
Competency placed; teaching materials not built
Term 2 September – December
Quarter 2 — what this quarter is driving toward
Content standards
1. division of fractions; 2. decimal numbers with decimal parts up to ten thousandths; 3. addition and subtraction of decimal numbers; 4. divisibility rules; 5. prime and composite numbers.
Performance standard
Divide fractions (NA); compare, order, and round decimals to the nearest one thousandth (NA); add and subtract decimal numbers (NA); use divisibility rules (NA); distinguish prime numbers from composite numbers (NA).
Performance task (suggested by this repository)
*The Sari-Sari Receipt Audit* — collect or reconstruct ten real purchase amounts to two decimal places. Order them, round each to the nearest thousandth of a peso to expose why centavo rounding matters, total them, and check the total two ways. Write one paragraph on where a rounding error would hide.
12Week
Multi-step problems involving division of fractions
Quarter 2Q2 · 3
Curriculum guide competency
3. solve multi-step problems involving division of fractions that may or may not involve the other operations with fractions
Competency placed; teaching materials not built
13Week
Place value and value in decimals to thousandths
Quarter 2Q2 · 4
Curriculum guide competency
4. determine (a) the place value to thousandths 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
14Week
Reading and writing decimals to thousandths and converting terminating decimals to fractions and back
Quarter 2Q2 · 5–6
Curriculum guide competencies
5. read and write decimal numbers with decimal parts to thousandths
6. convert terminating decimals to fractions, and vice versa
Competency placed; teaching materials not built
15Week
Comparing and ordering decimals and rounding to the nearest thousandth
Quarter 2Q2 · 7–8
Curriculum guide competencies
7. compare and order decimal numbers with decimal parts to thousandths
8. round decimal numbers to the nearest thousandths
Competency placed; teaching materials not built
16Week
Adding and subtracting decimals to three places and multi-step problems including money
Quarter 2Q2 · 9–10
Curriculum guide competencies
9. add and subtract decimal numbers with decimal parts of up to 3 decimal places
10. solve multi-step problems involving addition and/or subtraction of decimals, including problems involving money
Competency placed; teaching materials not built
17Week
Divisibility rules for 2, 5, 10, 3, 6, 9, 4, 8, 11 and 12 and prime versus composite by the Sieve of Eratosthenes
Quarter 2Q2 · 11–12
Curriculum guide competencies
11. use divisibility rules to find common factors of numbers: (a) divisibility rules for 2, 5, and 10, (b) divisibility rules for 3, 6, and 9, and (c) divisibility rules for 4, 8, 11, and 12
12. distinguish prime numbers from composite numbers using the Sieve of Eratosthenes
Competency placed; teaching materials not built
Quarter 3 — what this quarter is driving toward
Content standards
1. double bar graphs and double line graphs; 2. theoretical probability; 3. multiplication and division of decimal numbers.
Performance standard
Identify, construct, and interpret double bar graphs and double line graphs (DP); draw conclusions and make inferences from data represented in double bar graphs and double line graphs (DP); calculate theoretical probability (DP); multiply and divide decimal numbers (NA).
Performance task (suggested by this repository)
*Two Seasons, One Graph* — collect a paired data set with a genuine comparison in it (boys and girls enrolled per grade; rainfall in two barangays; attendance before and after a schedule change). Choose bar or line and defend the choice in writing, construct the double graph, then state two conclusions the graph supports and one a reader might wrongly draw from it.
18Week
Collecting bivariate data by interview and questionnaire
Quarter 3Q3 · 1
Curriculum guide competency
1. collect bivariate data from interview, questionnaire, and other appropriate sources
Competency placed; teaching materials not built
19Week
Choosing between a bar graph and a line graph
Quarter 3Q3 · 2
Curriculum guide competency
2. identify the appropriate graph (bar graph or line graph) to represent a given set of data
Competency placed; teaching materials not built
20Week
Constructing double bar graphs and double line graphs
Quarter 3Q3 · 3
Curriculum guide competency
3. construct double bar graphs and double line graphs
Competency placed; teaching materials not built
21Week
Interpreting double bar and double line graphs
Quarter 3Q3 · 4
Curriculum guide competency
4. interpret data presented in a double bar graph or a double line graph
Competency placed; teaching materials not built
22Week
Drawing conclusions and making inferences from double graphs
Quarter 3Q3 · 5
Curriculum guide competency
5. draw conclusions or make inferences based on data presented in a double bar graph or a double line graph
Competency placed; teaching materials not built
Term 3 January – April
Quarter 3 — what this quarter is driving toward
Content standards
1. double bar graphs and double line graphs; 2. theoretical probability; 3. multiplication and division of decimal numbers.
Performance standard
Identify, construct, and interpret double bar graphs and double line graphs (DP); draw conclusions and make inferences from data represented in double bar graphs and double line graphs (DP); calculate theoretical probability (DP); multiply and divide decimal numbers (NA).
Performance task (suggested by this repository)
*Two Seasons, One Graph* — collect a paired data set with a genuine comparison in it (boys and girls enrolled per grade; rainfall in two barangays; attendance before and after a schedule change). Choose bar or line and defend the choice in writing, construct the double graph, then state two conclusions the graph supports and one a reader might wrongly draw from it.
23Week
Solving problems from data presented in double graphs
Quarter 3Q3 · 6
Curriculum guide competency
6. solve problems using data presented in a double bar graph or a double line graph
Competency placed; teaching materials not built
24Week
Probability as a measure of chance and theoretical probability of a simple event
Quarter 3Q3 · 7–8
Curriculum guide competencies
7. describe probability as a measure of the chance of an event occurring
8. calculate the theoretical probability of a simple event by listing all possible outcomes
Competency placed; teaching materials not built
25Week
Estimating products of decimals and multiplying decimals to two places
Quarter 3Q3 · 9–10
Curriculum guide competencies
9. estimate each of two decimal numbers to the nearest whole number to estimate their product
10. multiply decimal numbers with decimal parts of up to 2 decimal places
Competency placed; teaching materials not built
26Week
Multi-step problems with decimal multiplication and estimating and performing decimal division
Quarter 3Q3 · 11–13
Curriculum guide competencies
11. solve multi-step problems involving multiplication of decimals that may or may not also involve addition or subtraction of decimals, including problems involving money
12. estimate the quotient when dividing two decimal numbers by estimating the dividend and divisor to the nearest whole number
13. divide (a) 1- to 2-digit whole numbers resulting in a terminating decimal quotient (e.g., 4 ÷ 5 = 0.8), and (b) a decimal of up to 2 decimal places by a 1- to 2-digit whole number, resulting in a terminating decimal quotient of up to 3 decimal places
Competency placed; teaching materials not built
Quarter 4 — what this quarter is driving toward
Content standards
1. GMDAS rules when performing three or more operations with fractions and decimals; 2. prisms and pyramids; 3. surface area of solid figures; 4. cubes and rectangular prisms; 5. resulting image after rotation.
Performance standard
Apply the GMDAS rules with operations with fractions and decimals (NA); illustrate and describe solid figures and their nets (MG); determine the surface area of solid figures (MG); distinguish between cubes and rectangular prisms, and estimate their volumes (MG); draw the image of an object after applying rotation about a point (MG).
Performance task (suggested by this repository)
*The Box That Wastes Least* — design a box to hold a fixed set of objects. Draw the net, build it from cardboard, compute its surface area, then design a second box holding the same objects with a smaller surface area and prove the saving numerically.
27Week
Multi-step problems with division of decimals and GMDAS with fractions and decimals
Quarter 4Q4 · 1–2
Curriculum guide competencies
1. solve multi-step problems involving division of decimals that may or may not also involve the other operations with decimals, including problems involving money
2. perform three or more different operations with fractions and decimals by applying the GMDAS rules
Competency placed; teaching materials not built
28Week
Illustrating solid figures and relating plane figures to solid figures
Quarter 4Q4 · 3–4
Curriculum guide competencies
3. illustrate different solid figures using concrete and pictorial models
4. relate plane figures to solid figures using concrete and pictorial models
Competency placed; teaching materials not built
29Week
Describing and differentiating prisms and pyramids by vertices, faces and edges
Quarter 4Q4 · 5
Curriculum guide competency
5. describe and differentiate prisms and pyramids using their vertices, faces, and/or edges
Competency placed; teaching materials not built
30Week
Solid figures and their nets and making models of solid figures
Quarter 4Q4 · 6–7
Curriculum guide competencies
6. illustrate and describe solid figures and their nets
7. make models of solid figures
Competency placed; teaching materials not built
31Week
Illustrating and finding surface area and solving surface-area problems
Quarter 4Q4 · 8–9
Curriculum guide competencies
8. illustrate and find the surface area of solid figures
9. solve problems involving the surface area of solid figures
Competency placed; teaching materials not built
32Week
Cubes and rectangular prisms and estimating volume with non-standard units
Quarter 4Q4 · 10–11
Curriculum guide competencies
10. describe and distinguish cubes and rectangular prisms
11. estimate the volume of a cube and of a rectangular prism using non-standard units of measurement
Competency placed; teaching materials not built
33Week
Rotation about a point through a given angle, clockwise and counterclockwise
Quarter 4Q4 · 12
Curriculum guide competency
12. draw the image of an object after applying rotation about a point given an angle of rotation, clockwise or counterclockwise