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
1. tessellation of shapes; 2. translation, reflection and rotation with shapes; 3. the four operations with decimals; 4. the four operations with different combinations of fractions, whole numbers, and mixed numbers.
Performance standard
By the end of the quarter, the learners are able to: tessellate a surface using different shapes (MG); perform the four operations with decimals (NA); perform the four operations with different combinations of fractions, whole numbers, and mixed numbers (NA).
Performance task (suggested by this repository)
*The Tile Budget* — design a tessellating floor pattern for a 2 m × 3 m room using two shapes that tessellate. Price it: tiles are sold by the box at a price with two decimal places, and part-boxes cannot be bought. Show the full costing, then produce a second design that costs less and say what was given up.
1Week
Exploring whether a shape tessellates
Quarter 1Q1 · 1
Curriculum guide competency
1. explore whether or not a shape tessellates
Competency placed; teaching materials not built
2Week
Tessellating a surface with triangles, squares and rectangles
Quarter 1Q1 · 2
Curriculum guide competency
2. tessellate a surface using different shapes, including triangles, squares, and rectangles
Competency placed; teaching materials not built
3Week
Translation, reflection and rotation of shapes
Quarter 1Q1 · 3
Curriculum guide competency
3. draw resulting images of shapes that undergo translation, reflection, rotation
Competency placed; teaching materials not built
4Week
Adding and subtracting decimals to four places and multi-step problems with money
Quarter 1Q1 · 4–5
Curriculum guide competencies
4. add and subtract decimals with decimal parts of up to 4 decimal places
5. solve multi-step problems involving addition and/or subtraction of decimals, including problems involving money
Competency placed; teaching materials not built
5Week
Mentally multiplying by 0.1 to 1000 and multi-step multiplication problems
Quarter 1Q1 · 6–7
Curriculum guide competencies
6. mentally multiply decimals of up to 2 decimal places by 0.1, 0.01, 0.001, 10, 100, and 1000
7. solve multi-step problems involving multiplication of decimals that may or may not also involve addition or subtraction of decimals, including problems involving money
Competency placed; teaching materials not built
6Week
Dividing to a repeating decimal, and by a one-place decimal and mental division
Quarter 1Q1 · 8–9
Curriculum guide competencies
8. divide (a) 1- to 2-digit whole numbers resulting in a repeating (non-terminating) decimal quotient, and (b) a whole number by a decimal of 1 decimal place
9. mentally divide (a) decimals of up to 4 decimal places by 0.1, 0.01, and 0.001, and (b) decimals of up to 2 decimal places by 10, 100, and 1000
Competency placed; teaching materials not built
7Week
Multiplying any combination — fractions, whole numbers and mixed numbers
Quarter 1Q1 · 11
Curriculum guide competency
11. obtain products that result from multiplying different combinations of fractions, whole numbers, and mixed numbers
Problems involving division of decimals and multi-step problems with mixed combinations
Quarter 1Q1 · 10, 12
Curriculum guide competencies
10. solve problems involving division of decimals that may or may not involve the other operations with decimals and/or whole numbers
12. solve multi-step problems involving multiplication that may or may not involve addition or subtraction of different combinations of fractions, whole numbers, and mixed numbers
Competency placed; teaching materials not built
9Week
Dividing any combination and multi-step problems involving that division
Quarter 1Q1 · 13–14
Curriculum guide competencies
13. divide different combinations of fractions, whole numbers, and mixed numbers
14. solve multi-step problems involving division of different combinations of fractions, whole numbers, and mixed numbers that may or may not involve any of the other operations of fractions
Competency placed; teaching materials not built
Quarter 2 — what this quarter is driving toward
Content standards
1. ratio and proportion; 2. percentages, and their relationships with fractions and decimals; 3. exponential form, including calculation using the GEMDAS rules.
Performance standard
Describe and apply the concepts of ratio and proportion (NA); relate percentages to fractions and decimals (NA); evaluate, and perform calculations with, numbers expressed in exponential form (NA).
Performance task (suggested by this repository)
*One Recipe, Three Languages* — take a real mixture with a fixed ratio (rice to water, cement to sand, juice concentrate to water). Express it as a ratio, as a fraction of the whole, as a decimal and as a percentage. Build a double number line that lets a reader scale it to any batch size, and use it to answer three questions a cook would actually ask.
10Week
Ratio for part-whole and part-part relationships
Quarter 2Q2 · 1
Curriculum guide competency
1. describe the relationship between quantities using ratio for (a) part-whole relationships, and (b) part-part relationships
Competency placed; teaching materials not built
11Week
One number as a fraction of another and equivalent ratios
Quarter 2Q2 · 2–3
Curriculum guide competencies
2. express one number as a fraction of another given their ratio, and vice versa
3. identify and write equivalent ratios
Competency placed; teaching materials not built
Term 2 September – December
Quarter 2 — what this quarter is driving toward
Content standards
1. ratio and proportion; 2. percentages, and their relationships with fractions and decimals; 3. exponential form, including calculation using the GEMDAS rules.
Performance standard
Describe and apply the concepts of ratio and proportion (NA); relate percentages to fractions and decimals (NA); evaluate, and perform calculations with, numbers expressed in exponential form (NA).
Performance task (suggested by this repository)
*One Recipe, Three Languages* — take a real mixture with a fixed ratio (rice to water, cement to sand, juice concentrate to water). Express it as a ratio, as a fraction of the whole, as a decimal and as a percentage. Build a double number line that lets a reader scale it to any batch size, and use it to answer three questions a cook would actually ask.
12Week
Solving problems involving ratio
Quarter 2Q2 · 4
Curriculum guide competency
4. solve problems involving ratio
Competency placed; teaching materials not built
13Week
Tables and the double number line and how many times larger one value is
Quarter 2Q2 · 5–6
Curriculum guide competencies
5. illustrate ratio and proportion in given situations using tables and/or the double number line model
6. find how many times one value is larger than another given their ratio, and vice versa
Competency placed; teaching materials not built
14Week
Solving problems involving ratio and proportion
Quarter 2Q2 · 7
Curriculum guide competency
7. solve problems involving ratio and proportion
Competency placed; teaching materials not built
15Week
Percentages, fractions and decimals as the same information and the uses of percentages
Quarter 2Q2 · 8–9
Curriculum guide competencies
8. illustrate and explain the relationships between percentages, fractions, and decimals
9. identify and explain the uses of percentages
Competency placed; teaching materials not built
16Week
Writing numbers in exponential form and giving their value
Quarter 2Q2 · 10–11
Curriculum guide competencies
10. write numbers in exponential form (e.g., 2 × 2 × 2 = 2³), and vice versa
11. give the value of numbers expressed in exponential form
Competency placed; teaching materials not built
17Week
Calculations in exponential form using the GEMDAS rules
Quarter 2Q2 · 12
Curriculum guide competency
12. perform calculations involving numbers in exponential form by applying the GEMDAS rules
Competency placed; teaching materials not built
Quarter 3 — what this quarter is driving toward
Content standards
1. units of volume and capacity; 2. volume of cubes and rectangular prisms; 3. perimeter and area of triangles, parallelograms, trapezoids, and composite figures composed of triangles, squares, and rectangles; 4. parts of a circle, including circumference.
Performance standard
Convert between units of volume and capacity (MG); find the volume of cubes and rectangular prisms (MG); find the perimeter and area of triangles, parallelograms, trapezoids, and composite figures (MG); describe the parts of a circle (MG); use pi (π) to calculate the circumference of a circle (MG).
Performance task (suggested by this repository)
*Finding Pi Yourself* — measure the circumference and diameter of at least five round objects of very different sizes with string and a ruler. Tabulate C, d and C ÷ d. Write a paragraph on what the last column shows and why it does not come out exactly the same every time. The measurement error is the lesson, not a flaw in it.
18Week
Choosing appropriate units for volume and capacity
Quarter 3Q3 · 1
Curriculum guide competency
1. determine appropriate units for measuring volume and capacity
Competency placed; teaching materials not built
19Week
Converting cu. cm to litres and volume of a cube and a rectangular prism
Quarter 3Q3 · 2–3
Curriculum guide competencies
2. convert cu. cm to L, and vice versa
3. find the volume of a cube and of a rectangular prism using standard units of measurement
Competency placed; teaching materials not built
20Week
Problems involving volume and problems involving capacity
Quarter 3Q3 · 4–5
Curriculum guide competencies
4. solve problems involving volumes of cubes and rectangular prisms
5. solve problems involving capacity
Competency placed; teaching materials not built
21Week
Converting sq. cm to sq. m and area of composite figures
Quarter 3Q3 · 6–7
Curriculum guide competencies
6. convert sq. cm to sq. m, and vice versa
7. find the area, in sq. m or sq. cm, of composite figures composed of triangles, squares, and rectangles
Competency placed; teaching materials not built
22Week
Problems involving perimeter and area
Quarter 3Q3 · 8
Curriculum guide competency
8. solve problems involving the perimeter and area of triangles, parallelograms, trapezoids, and composite figures composed of triangles, squares, and rectangles
Competency placed; teaching materials not built
Term 3 January – April
Quarter 3 — what this quarter is driving toward
Content standards
1. units of volume and capacity; 2. volume of cubes and rectangular prisms; 3. perimeter and area of triangles, parallelograms, trapezoids, and composite figures composed of triangles, squares, and rectangles; 4. parts of a circle, including circumference.
Performance standard
Convert between units of volume and capacity (MG); find the volume of cubes and rectangular prisms (MG); find the perimeter and area of triangles, parallelograms, trapezoids, and composite figures (MG); describe the parts of a circle (MG); use pi (π) to calculate the circumference of a circle (MG).
Performance task (suggested by this repository)
*Finding Pi Yourself* — measure the circumference and diameter of at least five round objects of very different sizes with string and a ruler. Tabulate C, d and C ÷ d. Write a paragraph on what the last column shows and why it does not come out exactly the same every time. The measurement error is the lesson, not a flaw in it.
23Week
Drawing circles with compasses and naming the parts of a circle
Quarter 3Q3 · 9–10
Curriculum guide competencies
9. draw circles with different radii using a pair of compasses
10. identify and describe the parts of a circle
Competency placed; teaching materials not built
24Week
Measuring circumference and approximating π as C ÷ d
Quarter 3Q3 · 11–12
Curriculum guide competencies
11. measure the circumference of circles using appropriate tools
12. approximate the value of pi (π) (the ratio of circumference to diameter)
Competency placed; teaching materials not built
25Week
Circumference using C = πd or C = 2πr
Quarter 3Q3 · 13
Curriculum guide competency
13. find the circumference of a circle using C = πd or C = 2πr
Competency placed; teaching materials not built
Quarter 4 — what this quarter is driving toward
Content standards
1. area of a circle; 2. composite figures composed of any two or more of: triangle, square, rectangle, circle, semi-circle; 3. pie graphs; 4. common factors, greatest common factors, common multiples, and least common multiples.
Performance standard
Find the area of a circle (MG); find the area of composite figures composed of any two or more of: triangle, square, rectangle, circle, semi-circle (MG); construct and interpret pie graphs (DP); find common factors, greatest common factors, common multiples, and least common multiples (NA).
Performance task (suggested by this repository)
*Where the Money Went* — obtain or construct a real budget with five or six categories. Compute each category's percentage and its angle at the centre, construct the pie graph with a protractor, and write three statements it supports. Then find one presentation of the same data in digital media and say what its chart makes easy to see — and what it hides.
26Week
Exploring the area of a circle inductively, leading to A = πr²
Quarter 4Q4 · 1
Curriculum guide competency
1. explore inductively the area of a circle leading to the formula A = πr²
Competency placed; teaching materials not built
27Week
Finding the area of a circle using the formula
Quarter 4Q4 · 2
Curriculum guide competency
2. find the area of a circle using the formula
Competency placed; teaching materials not built
28Week
Area of composite figures including circles and semicircles
Quarter 4Q4 · 3
Curriculum guide competency
3. find the area of composite figures composed of any two or more of the following: triangle, square, rectangle, circle, and semicircle
Competency placed; teaching materials not built
29Week
Problems involving circumference and area
Quarter 4Q4 · 4
Curriculum guide competency
4. solve problems involving circumference and area of circles, and composite figures
Competency placed; teaching materials not built
30Week
Angles and percentages for a pie graph and constructing one
Quarter 4Q4 · 5–6
Curriculum guide competencies
5. find the angle measures and/or percentages based on the given data for a pie graph
6. construct a pie graph using appropriate tools
Competency placed; teaching materials not built
31Week
Interpreting pie graphs and interpreting data from digital media
Quarter 4Q4 · 7–8
Curriculum guide competencies
7. interpret data presented in a pie graph
8. interpret data from digital media that are presented in tabular or graphical form
Competency placed; teaching materials not built
32Week
Drawing conclusions from a pie graph and solving problems with it
Quarter 4Q4 · 9–10
Curriculum guide competencies
9. draw conclusions or make inferences based on data presented in a pie graph
10. solve problems using data presented in a pie graph
Competency placed; teaching materials not built
33Week
GCF and LCM by listing, prime factorisation and continuous division and problems using them
Quarter 4Q4 · 11–13
Curriculum guide competencies
11. determine the common factors and the greatest common factor (GCF) of two numbers using the following methods: listing, prime factorization, and continuous division
12. find the common multiples and least common multiple (LCM) of two numbers using the following methods: listing, prime factorization, and continuous division