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. measures of central tendency of ungrouped data; 2. algebraic expressions and operations with monomials, binomials, and multinomials; 3. special products for binomials, and factorization of polynomials; 4. rational algebraic expressions and equations; 5. rules for obtaining terms in sequences.
Performance standard
By the end of the quarter, the learners are able to: determine measures of central tendency of ungrouped data and use the measures to draw conclusions (DP); add and subtract monomials, and multiply combinations of monomials, binomials, and multinomials (NA); obtain special binomial products (NA); factorize different types of polynomials (NA); simplify, and operate with, rational algebraic expressions and solve simple rational algebraic equations (NA); obtain the rule for finding the next term in a sequence (NA).
Performance task (suggested by this repository)
*The Tile Border* — a rectangular garden of unknown length is bordered by a walkway of fixed width. Write the area of the garden, of the whole plot and of the walkway as algebraic expressions in one variable; expand and factor each; then verify the identity by substituting three different values.
1Week
Measures of central tendency and drawing conclusions from them
Quarter 1Q1 · 1–2
Curriculum guide competencies
1. determine measures of central tendency of ungrouped data
2. draw conclusions from statistical data using the measures of central tendency
Competency placed; teaching materials not built
2Week
Modelling real-life situations with algebraic expressions
Quarter 1Q1 · 3
Curriculum guide competency
3. model real-life situations using algebraic expressions
Competency placed; teaching materials not built
3Week
Adding and subtracting simple monomials
Quarter 1Q1 · 4
Curriculum guide competency
4. add and subtract simple monomials
Competency placed; teaching materials not built
4Week
Multiplying and dividing monomials; deriving the laws of exponents
Quarter 1Q1 · 5
Curriculum guide competency
5. multiply and divide simple monomials, leading to the derivation of the laws of exponents
Competency placed; teaching materials not built
5Week
Multiplying monomials and binomials by binomials and multinomials
Quarter 1Q1 · 6
Curriculum guide competency
6. multiply simple monomials and binomials with simple binomials and multinomials, using the distributive property with various techniques and models
Competency placed; teaching materials not built
6Week
Special product patterns for binomials
Quarter 1Q1 · 7
Curriculum guide competency
7. use special product patterns to multiply binomials
Competency placed; teaching materials not built
7Week
Factoring polynomials — completely
Quarter 1Q1 · 8
Curriculum guide competency
8. completely factor different types of polynomials (polynomials with common monomial factor; difference of two squares; quadratic trinomials, including perfect square trinomials)
13. formulate the rule for finding the next term in a sequence by looking for patterns
Competency placed; teaching materials not built
Quarter 2 — what this quarter is driving toward
Content standards
1. plotting points, and finding distance and the midpoint of line segments on the Cartesian coordinate plane; 2. volume of pyramids (other than square and rectangular pyramids), cones, and spheres; 3. the Pythagorean Theorem; 4. triangle inequality theorems; 5. earning money, profit and loss, 'best buys', buying on terms.
Performance standard
Plot points, find the distance between two points, and find the midpoint of line segments, on the Cartesian coordinate plane (NA); find the volume of pyramids other than square and rectangular pyramids, and the volumes of cones and spheres (MG); use the Pythagorean theorem to find sides in right triangles and its converse to classify triangles (MG); use the triangle inequality theorems to establish results for angles and sides in triangles (MG); solve financial problems involving earning money, profit and loss, 'best buys', and buying on terms (NA).
Performance task (suggested by this repository)
*Buying on Terms* — price one real appliance three ways: cash, an instalment plan with a down payment, and a plan with no down payment. Compute the total paid under each and the extra cost of each plan as a percentage of the cash price. Recommend one, in writing, for a household with a stated monthly income.
10Week
The Cartesian coordinate plane and plotting points
Quarter 2Q2 · 1–2
Curriculum guide competencies
1. illustrate and describe the Cartesian coordinate plane
2. plot points on the Cartesian coordinate plane and determine the coordinates of a point on the plane
Competency placed; teaching materials not built
11Week
Distance between two points; the midpoint of a segment
Quarter 2Q2 · 3
Curriculum guide competency
3. solve problems involving distance between two points and midpoint of a line segment on the Cartesian coordinate plane
Competency placed; teaching materials not built
Term 2 September – December
Quarter 2 — what this quarter is driving toward
Content standards
1. plotting points, and finding distance and the midpoint of line segments on the Cartesian coordinate plane; 2. volume of pyramids (other than square and rectangular pyramids), cones, and spheres; 3. the Pythagorean Theorem; 4. triangle inequality theorems; 5. earning money, profit and loss, 'best buys', buying on terms.
Performance standard
Plot points, find the distance between two points, and find the midpoint of line segments, on the Cartesian coordinate plane (NA); find the volume of pyramids other than square and rectangular pyramids, and the volumes of cones and spheres (MG); use the Pythagorean theorem to find sides in right triangles and its converse to classify triangles (MG); use the triangle inequality theorems to establish results for angles and sides in triangles (MG); solve financial problems involving earning money, profit and loss, 'best buys', and buying on terms (NA).
Performance task (suggested by this repository)
*Buying on Terms* — price one real appliance three ways: cash, an instalment plan with a down payment, and a plan with no down payment. Compute the total paid under each and the extra cost of each plan as a percentage of the cash price. Recommend one, in writing, for a household with a stated monthly income.
12Week
The volume of other pyramids, explored inductively and finding it
Quarter 2Q2 · 4–5
Curriculum guide competencies
4. explore inductively the volume of pyramids other than square and rectangular pyramids
5. find the volume of pyramids other than square and rectangular pyramids
Competency placed; teaching materials not built
13Week
Problems involving the volume of pyramids
Quarter 2Q2 · 6
Curriculum guide competency
6. solve problems involving volume of pyramids
Competency placed; teaching materials not built
14Week
The volumes of cones and spheres, explored inductively and finding them
Quarter 2Q2 · 7–8
Curriculum guide competencies
7. explore inductively the volumes of cones and spheres, leading to their formulas
8. find the volumes of cones and spheres
Competency placed; teaching materials not built
15Week
Problems involving the volume of cones and spheres
Quarter 2Q2 · 9
Curriculum guide competency
9. solve problems involving the volume of cones and spheres
Competency placed; teaching materials not built
16Week
The Pythagorean Theorem and its converse
Quarter 2Q2 · 10
Curriculum guide competency
10. apply the Pythagorean Theorem in finding the missing side of a right triangle, and its converse in classifying triangles
Competency placed; teaching materials not built
17Week
Triangle inequality theorems and financial problems — see the §4 note
Quarter 2Q2 · 11–12
Curriculum guide competencies
11. apply the triangle inequality theorems to establish results for angles and sides in triangles
12. solve financial problems involving: (a) earning money, (b) profit and loss, (c) buying amounts of products that represent the best value ('best buys'), and (d) buying on terms ('instalment plan')
Competency placed; teaching materials not built
Quarter 3 — what this quarter is driving toward
Content standards
1. linear equations in one variable; 2. linear inequalities in one variable and their graphs; 3. linear equations in two variables and their graphs; 4. systems of linear equations in two variables; 5. linear inequalities in two variables.
Performance standard
Solve linear equations and linear inequalities in one variable (NA); graph linear inequalities in one variable (NA); graph linear equations in two variables (NA); solve a system of linear equations graphically and algebraically (NA); use linear inequalities in two variables in the solution of problems (NA).
Performance task (suggested by this repository)
*Two Plans, One Crossing* — find two real charging structures for the same service (two load promos, two internet plans, two tricycle fare schemes). Write each as a linear equation, graph both on one set of axes, find the crossing point algebraically and graphically, and write a one-paragraph recommendation that says when each plan is the better choice.
18Week
Solving linear equations in one variable
Quarter 3Q3 · 1
Curriculum guide competency
1. solve linear equations in one variable
Competency placed; teaching materials not built
19Week
Problems involving linear equations in one variable
Quarter 3Q3 · 2
Curriculum guide competency
2. solve problems (e.g., number problems, geometry problems, and money problems) involving linear equations in one variable
Competency placed; teaching materials not built
20Week
Solving linear inequalities in one variable and graphing them on a number line
Quarter 3Q3 · 3–4
Curriculum guide competencies
3. solve linear inequalities in one variable
4. graph on a number line the solution of linear inequalities in one variable
Competency placed; teaching materials not built
21Week
Problems involving linear inequalities in one variable
Quarter 3Q3 · 5
Curriculum guide competency
5. solve problems involving linear inequalities in one variable
Competency placed; teaching materials not built
22Week
Linear equations in two variables and ordered pairs and slope and intercepts
Quarter 3Q3 · 6–7
Curriculum guide competencies
6. describe a linear equation in two variables and express its solution using ordered pairs
7. define and determine the slope and intercepts of a line
Competency placed; teaching materials not built
Term 3 January – April
Quarter 3 — what this quarter is driving toward
Content standards
1. linear equations in one variable; 2. linear inequalities in one variable and their graphs; 3. linear equations in two variables and their graphs; 4. systems of linear equations in two variables; 5. linear inequalities in two variables.
Performance standard
Solve linear equations and linear inequalities in one variable (NA); graph linear inequalities in one variable (NA); graph linear equations in two variables (NA); solve a system of linear equations graphically and algebraically (NA); use linear inequalities in two variables in the solution of problems (NA).
Performance task (suggested by this repository)
*Two Plans, One Crossing* — find two real charging structures for the same service (two load promos, two internet plans, two tricycle fare schemes). Write each as a linear equation, graph both on one set of axes, find the crossing point algebraically and graphically, and write a one-paragraph recommendation that says when each plan is the better choice.
23Week
Finding the equation of a line — all four given cases
Quarter 3Q3 · 8
Curriculum guide competency
8. find the equation of a line given (a) two points, (b) the slope and a point, (c) the slope and y-intercept, and (d) the x- and y-intercepts
Competency placed; teaching materials not built
24Week
Sketching the graph of a linear equation — all three given cases
Quarter 3Q3 · 9
Curriculum guide competency
9. sketch the graph (straight line) of a linear equation given (a) any two points on the line, (b) the x- and y-intercepts, and (c) the slope and a point on the line
Competency placed; teaching materials not built
25Week
Systems of linear equations defined, solved by graphing and classified by number of solutions
Quarter 3Q3 · 10–12
Curriculum guide competencies
10. define and illustrate a system of linear equations in two variables
11. solve a system of linear equations (with integer solutions) by graphing
12. classify the types of systems of linear equations based on the number of solutions
Competency placed; teaching materials not built
26Week
Solving systems algebraically, problems with systems and linear inequalities in two variables
Quarter 3Q3 · 13–15
Curriculum guide competencies
13. solve algebraically a system of linear equations in two variables
14. solve problems involving systems of linear equations in two variables
15. recognize and solve problems involving linear inequalities in two variables
Competency placed; teaching materials not built
Quarter 4 — what this quarter is driving toward
Content standards
1. measures of variability for ungrouped data; 2. interpretation and analysis of graphs from primary and secondary data; 3. experimental and theoretical probability; 4. the Fundamental Counting Principle.
Performance standard
Calculate measures of variability for ungrouped data (DP); interpret and analyze graphs from primary and secondary data (DP); determine the number of possible outcomes of an experiment using the Fundamental Counting Principle (DP); calculate the probability of a single event and the probability of simple combined events (DP).
Performance task (suggested by this repository)
*Same Mean, Different Class* — construct two sets of ten examination scores with the same mean and visibly different spread. Compute the range, mean deviation and standard deviation of each, graph both, and write a paragraph on what a report quoting only the mean would hide from a school head.
27Week
Measures of variability — range, mean deviation, standard deviation
Quarter 4Q4 · 1
Curriculum guide competency
1. calculate the measures of variability (range, mean deviation, and standard deviation) for ungrouped data
Competency placed; teaching materials not built
28Week
Drawing conclusions from measures of variability
Quarter 4Q4 · 2
Curriculum guide competency
2. draw conclusions from statistical data using the measures of variability
Competency placed; teaching materials not built
29Week
Graphs from primary data and from secondary data
Quarter 4Q4 · 3–4
Curriculum guide competencies
3. investigate, interpret, and analyze graphs from primary data (e.g., examination scores)
4. investigate, interpret, and analyze graphs from secondary data
Competency placed; teaching materials not built
30Week
Theoretical versus experimental probability and the sample space
Quarter 4Q4 · 5–6
Curriculum guide competencies
5. differentiate theoretical from experimental probability by conducting an experiment or an investigation
6. describe the sample space of an experiment
Competency placed; teaching materials not built
31Week
The Fundamental Counting Principle
Quarter 4Q4 · 7
Curriculum guide competency
7. use the Fundamental Counting Principle to determine the number of possible outcomes of an experiment
Competency placed; teaching materials not built
32Week
Theoretical probability of a single event and probability as a measure of chance
Quarter 4Q4 · 8–9
Curriculum guide competencies
8. calculate the theoretical probability of a single event by listing all possible outcomes
9. describe probability as a measure of the chance of an event occurring
Competency placed; teaching materials not built
33Week
Probability of simple combined events and problems using the Counting Principle
Quarter 4Q4 · 10–11
Curriculum guide competencies
10. calculate the probability of simple combined events by listing, or by possibility diagrams or tree diagrams
11. solve problems involving experimental probability and/or theoretical probability using the Fundamental Counting Principle