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. regular and irregular polygons and their features/properties; 2. determination of measures of angles and number of sides of polygons; 3. application of percentages; 4. use of rates; 5. rational numbers.
Performance standard
By the end of the quarter, the learners are able to: draw, and describe the features/properties of, regular and irregular polygons (MG); use percentages in different contexts (NA); identify and use rates (NA); create a financial plan (NA); describe, order, and perform operations on, rational numbers (NA).
Performance task (suggested by this repository)
*The Sari-Sari Store Books* — take or construct one week of a small store's takings. Compute the mark-up percentage on five goods, the effect of a 10% supplier price rise on each, and the discount needed to clear slow stock without selling below cost. Then build a one-page financial plan for the following month with a stated savings target.
1Week
Drawing and describing regular and irregular polygons
Quarter 1Q1 · 1
Curriculum guide competency
1. draw and describe regular and irregular polygons with 5, 6, 8, or 10 sides, based on measurements of sides and angles, using a ruler and protractor
Competency placed; teaching materials not built
2Week
Drawing triangles, quadrilaterals and regular polygons to given angles
Quarter 1Q1 · 2
Curriculum guide competency
2. draw triangles, quadrilaterals, and regular polygons (5, 6, 8, or 10 sides) with given angle measures
Competency placed; teaching materials not built
3Week
Relationships between angle pairs and classifying polygons
Quarter 1Q1 · 3–4
Curriculum guide competencies
3. describe and explain the relationships between angle pairs based on their measures
4. classify polygons according to the number of sides, whether they are regular or irregular, and whether they are convex or non-convex
Competency placed; teaching materials not built
4Week
The exterior angle and its adjacent interior angle and finding angles and sides
Quarter 1Q1 · 5–6
Curriculum guide competencies
5. deduce the relationship between the exterior angle and adjacent interior angle of a polygon
6. determine the measures of angles and the number of sides of polygons
Competency placed; teaching materials not built
5Week
Rational numbers as fractions, decimals or percentages and ordering them
Quarter 1Q1 · 12–13
Curriculum guide competencies
12. describe given rational numbers as fractions, decimals, or percentages
Identifying and explaining rates and solving problems involving rates
Quarter 1Q1 · 10–11
Curriculum guide competencies
10. identify and explain the uses of rates
11. solve problems involving rates (e.g., speed)
Competency placed; teaching materials not built
Quarter 2 — what this quarter is driving toward
Content standards
1. square roots of perfect squares, cube roots of perfect cubes, and irrational numbers; 2. conversion of units of measure; 3. volume of square and rectangular pyramids, and cylinders; 4. sets and subsets, and the union and intersection of sets using Venn diagrams; 5. subsets of real numbers.
Performance standard
Determine square roots of perfect squares and cube roots of perfect cubes, and identify irrational numbers (NA); convert units of measure from different systems of measure (MG); find the volume of square and rectangular pyramids, and the volume of cylinders (MG); describe sets and their subsets, and the union and intersection of sets (NA); illustrate sets and subsets, and union and intersection of sets, using Venn diagrams (NA).
Performance task (suggested by this repository)
*What Fits in the Drum* — measure a real cylindrical container (a water drum, a tin, a bucket). Compute its volume, convert it to litres, and check the answer by filling it. Report the difference between the computed and the measured value as a percentage, and account for it.
10Week
Square roots and cube roots and identifying irrational numbers on the number line
Quarter 2Q2 · 1–2
Curriculum guide competencies
1. determine the square roots of perfect squares and the cube roots of perfect cubes
2. identify irrational numbers involving square roots and cube roots, and their locations on the number line
Competency placed; teaching materials not built
11Week
Converting units within SI and across systems
Quarter 2Q2 · 3
Curriculum guide competency
3. convert units of measure within the International System of Units (SI) and across different systems of measure
Competency placed; teaching materials not built
Term 2 September – December
Quarter 2 — what this quarter is driving toward
Content standards
1. square roots of perfect squares, cube roots of perfect cubes, and irrational numbers; 2. conversion of units of measure; 3. volume of square and rectangular pyramids, and cylinders; 4. sets and subsets, and the union and intersection of sets using Venn diagrams; 5. subsets of real numbers.
Performance standard
Determine square roots of perfect squares and cube roots of perfect cubes, and identify irrational numbers (NA); convert units of measure from different systems of measure (MG); find the volume of square and rectangular pyramids, and the volume of cylinders (MG); describe sets and their subsets, and the union and intersection of sets (NA); illustrate sets and subsets, and union and intersection of sets, using Venn diagrams (NA).
Performance task (suggested by this repository)
*What Fits in the Drum* — measure a real cylindrical container (a water drum, a tin, a bucket). Compute its volume, convert it to litres, and check the answer by filling it. Report the difference between the computed and the measured value as a percentage, and account for it.
12Week
The volume of a cylinder, deduced from the area of a circle and finding it
Quarter 2Q2 · 4–5
Curriculum guide competencies
4. explain inductively the volume of a cylinder using the area of a circle, leading to the identification of the formula
5. find the volume of a cylinder
Competency placed; teaching materials not built
13Week
Problems involving the volume of cylinders
Quarter 2Q2 · 6
Curriculum guide competency
6. solve problems involving the volumes of cylinders
Competency placed; teaching materials not built
14Week
The volume of pyramids, explored from prisms and estimating them
Quarter 2Q2 · 7–8
Curriculum guide competencies
7. explore inductively the volume of square and rectangular pyramids using rectangular prisms, leading to the identification of the formula
8. estimate volumes of square and rectangular pyramids
Competency placed; teaching materials not built
15Week
Problems involving the volume of pyramids
Quarter 2Q2 · 9
Curriculum guide competency
9. solve problems involving volumes of square or rectangular pyramids
Competency placed; teaching materials not built
16Week
Sets, subsets, union and intersection and Venn diagrams
Quarter 2Q2 · 10–11
Curriculum guide competencies
10. describe sets and their subsets, the union of sets, and the intersection of sets
11. illustrate sets and their subsets, the union of sets, and the intersection of sets, through the use of Venn diagrams
Competency placed; teaching materials not built
17Week
The subsets of the real numbers
Quarter 2Q2 · 12
Curriculum guide competency
12. illustrate the different subsets of real numbers
Competency placed; teaching materials not built
Quarter 3 — what this quarter is driving toward
Content standards
1. data collection and sampling techniques, and the presentation of data in appropriate tables and graphs; 2. interpretation of statistical graphs; 3. the set of integers, and comparing and ordering integers; 4. the four operations with integers; 5. simplification of numerical expressions involving integers; 6. absolute value of an integer.
Performance standard
Collect data, and organize data in a frequency distribution table (DP); represent and interpret data in different types of graphs (DP); compare and order integers, including through the use of the number line (NA); perform the four operations with integers (NA); simplify numerical expressions involving integers (NA); identify the absolute value of an integer (NA).
Performance task (suggested by this repository)
*Above and Below* — collect a real data set that genuinely goes both ways: daily temperature against a monthly average, a small business's profit and loss by day, elevations above and below sea level. Present it in a frequency table and a suitable graph, and answer three questions that require adding and subtracting negatives.
18Week
Data collection and sampling techniques
Quarter 3Q3 · 1
Curriculum guide competency
1. investigate different data collection and sampling techniques
Competency placed; teaching materials not built
19Week
Frequency distribution tables
Quarter 3Q3 · 2
Curriculum guide competency
2. organize statistical data in a frequency distribution table
Competency placed; teaching materials not built
20Week
Choosing the graph — pie, bar, line, stem-and-leaf
Quarter 3Q3 · 3
Curriculum guide competency
3. use appropriate graphs to represent organized data: pie graph, bar graph, line graph, and stem-and-leaf plot
Competency placed; teaching materials not built
21Week
Interpreting statistical graphs
Quarter 3Q3 · 4
Curriculum guide competency
4. interpret statistical graphs
Competency placed; teaching materials not built
22Week
Describing the set of integers and using signed numbers for direction
Quarter 3Q3 · 5–6
Curriculum guide competencies
5. describe the set of integers
6. use positive and negative numbers to describe directions or opposites in real-life situations
Competency placed; teaching materials not built
Term 3 January – April
Quarter 3 — what this quarter is driving toward
Content standards
1. data collection and sampling techniques, and the presentation of data in appropriate tables and graphs; 2. interpretation of statistical graphs; 3. the set of integers, and comparing and ordering integers; 4. the four operations with integers; 5. simplification of numerical expressions involving integers; 6. absolute value of an integer.
Performance standard
Collect data, and organize data in a frequency distribution table (DP); represent and interpret data in different types of graphs (DP); compare and order integers, including through the use of the number line (NA); perform the four operations with integers (NA); simplify numerical expressions involving integers (NA); identify the absolute value of an integer (NA).
Performance task (suggested by this repository)
*Above and Below* — collect a real data set that genuinely goes both ways: daily temperature against a monthly average, a small business's profit and loss by day, elevations above and below sea level. Present it in a frequency table and a suitable graph, and answer three questions that require adding and subtracting negatives.
23Week
Locating integers on the number line and comparing and ordering them
Quarter 3Q3 · 7–8
Curriculum guide competencies
7. locate integers on the number line
8. compare and order integers
Competency placed; teaching materials not built
24Week
Adding and subtracting integers with concrete and pictorial models
Quarter 3Q3 · 9
Curriculum guide competency
9. add and subtract integers, using concrete models (e.g., counters, integer chips), pictorial models (e.g., bar models, number lines), and with integers written as numerals
Competency placed; teaching materials not built
25Week
Multiplying and dividing integers and GEMDAS with integers
Quarter 3Q3 · 10–11
Curriculum guide competencies
10. multiply and divide integers
11. simplify numerical expressions involving integers using number properties and the order of operations (GEMDAS)
Competency placed; teaching materials not built
26Week
Absolute value and its meaning on the number line
Quarter 3Q3 · 12
Curriculum guide competency
12. identify the absolute value of an integer, and its meaning on the number line
Competency placed; teaching materials not built
Quarter 4 — what this quarter is driving toward
Content standards
1. the solution of simple equations; 2. the evaluation of algebraic expressions following substitution; 3. the rearrangement of a formula to make a different variable the subject of the formula; 4. outcomes from experiments; 5. operations using scientific notation.
Performance standard
Solve simple equations (NA); substitute into an algebraic expression to evaluate the expression (NA); rearrange a formula to make a different variable the subject of the formula (NA); gather data from experiments and represent the data in different forms (DP); write numbers in scientific notation and perform operations on numbers written in scientific notation (NA).
Performance task (suggested by this repository)
*Is the Coin Fair?* — toss one coin 200 times in pairs, recording every outcome. Tabulate, graph the running proportion of heads, and write a paragraph on whether the evidence supports the coin being fair. Then state what a different result would have had to look like to change the conclusion.
27Week
Simple equations from bar models and variable versus constant
Quarter 4Q4 · 1–2
Curriculum guide competencies
1. solve simple equations represented by bar models to find unknowns
2. distinguish a variable from a constant in an algebraic expression
Competency placed; teaching materials not built
28Week
Evaluating algebraic expressions and translating verbal phrases
Quarter 4Q4 · 3–4
Curriculum guide competencies
3. evaluate algebraic expressions given the value/s of the variable/s
4. translate verbal phrases into algebraic expressions
Competency placed; teaching materials not built
29Week
The properties of equality and writing equations in algebraic form
Quarter 4Q4 · 5, 7
Curriculum guide competencies
5. illustrate the properties of equality
7. write equations in algebraic form
Competency placed; teaching materials not built
30Week
Making a different variable the subject and problems with expressions and formulas
Quarter 4Q4 · 6, 9
Curriculum guide competencies
6. solve one variable in terms of the other variables in a formula
9. solve problems involving algebraic expressions and formulas
Competency placed; teaching materials not built
31Week
Finding the value of a non-negative unknown
Quarter 4Q4 · 8
Curriculum guide competency
8. find the value of an unknown in an equation where the unknown is non-negative
Competency placed; teaching materials not built
32Week
Collecting data from experiments, expressing outcomes and solving problems with them
Quarter 4Q4 · 10–12
Curriculum guide competencies
10. collect data from experiments (e.g., number of heads obtained when tossing a coin a number of times, number of prime numbers obtained when rolling a die a number of times)
11. express outcomes in words and/or symbols, and represent outcomes in tables and/or graphs
12. solve problems using the outcomes of experiments
Competency placed; teaching materials not built
33Week
Scientific notation and operations in scientific notation
Quarter 4Q4 · 13–14
Curriculum guide competencies
13. write numbers in scientific notation to represent very large or very small numbers, and vice versa
14. perform operations on numbers expressed in scientific notation