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. the laws of sines and the laws of cosines; 2. translations, reflections, and rotations, in the Cartesian plane; 3. quadratic inequalities in one variable and in two variables; 4. absolute value equations and inequalities in one variable and their graphs.
Performance standard
By the end of the quarter, the learners are able to: find sides and angles in oblique triangles using the laws of sines and the laws of cosines (MG); describe translations, reflections, and rotations in the Cartesian plane (MG); solve and graph the solutions of quadratic inequalities in one variable and in two variables (NA); solve absolute value equations in one variable and absolute value inequalities in one variable, and graph the solutions (NA).
Performance task (suggested by this repository)
*Where Is It Allowed?* — find a real rule in the barangay that describes a region, not a number: how far a structure must sit from a road, the reach of a wifi antenna, the zone a tricycle may pick up in. Write it as an inequality in two variables, graph the boundary, and shade the region — then mark three points you tested and one point on the boundary itself, saying whether that point obeys the rule.
1Week
The law of sines in oblique triangles, including the ambiguous case
Quarter 1Q1 · 1
Curriculum guide competency
1. apply laws of sines in solving oblique triangles, including ambiguous cases
Competency placed; teaching materials not built
2Week
The law of cosines in oblique triangles
Quarter 1Q1 · 2
Curriculum guide competency
2. apply laws of cosines in solving oblique triangles
Competency placed; teaching materials not built
3Week
Problems involving the laws of sines and cosines, including bearings
Quarter 1Q1 · 5
Curriculum guide competency
5. solve problems involving laws of sines and cosines, including bearings
Competency placed; teaching materials not built
4Week
Describing the position of points and translations, reflections and rotations by coordinates
Quarter 1Q1 · 3–4
Curriculum guide competencies
3. describe the position of points in the Cartesian plane
4. describe translations, reflections, and rotations, in the Cartesian plane using coordinates
Competency placed; teaching materials not built
5Week
Illustrating quadratic inequalities in one variable on the number line and solving them in various notations
Quarter 1Q1 · 6–7
Curriculum guide competencies
6. illustrate on the number line quadratic inequalities in one variable
7. solve quadratic inequalities in one variable and express solutions in various notations
Competency placed; teaching materials not built
6Week
Problems involving quadratic inequalities in one variable
Quarter 1Q1 · 8
Curriculum guide competency
8. solve problems involving quadratic inequalities in one variable
Competency placed; teaching materials not built
7Week
Quadratic inequalities in two variables, and the region of solutions
Quarter 1Q1 · 9–10
Curriculum guide competencies
9. solve quadratic inequalities in two variables
10. determine the region of solutions of a linear or quadratic inequality in two variables
Absolute value equations and absolute value inequalities in one variable
Quarter 1Q1 · 11–12
Curriculum guide competencies
11. solve absolute value equations in one variable and express solutions in various notations
12. solve absolute value inequalities in one variable and express solutions in various notations
Competency placed; teaching materials not built
Quarter 2 — what this quarter is driving toward
Content standards
1. box-and-whisker plots, and cumulative frequency histograms and polygons; 2. quartiles, deciles, and percentiles; interquartile range, and outliers; 3. radical expressions; 4. the roots of a quadratic equation; 5. quadratic functions; 6. equations reducible to quadratic equations.
Performance standard
Construct and interpret box-and-whisker plots, and cumulative frequency histograms and polygons (DP); calculate quartiles, deciles, and percentiles, interquartile range, and outliers (DP); simplify, and perform operations, involving radical expressions (NA); determine the nature of roots of a quadratic equation (NA); determine the equation of a quadratic function (NA); solve equations reducible to quadratic equations and radical equations (NA).
Performance task (suggested by this repository)
*The Middle Half* — collect one real set of at least 25 ungrouped values from the school (heights, daily fare, minutes to travel in). Find the five-number summary, draw the box-and-whisker plot, identify any outliers by the 1.5 × IQR rule, and write what the middle half of the data says that the mean alone hides.
9Week
Measures of position — quartiles, deciles and percentiles
Quarter 2Q2 · 1
Curriculum guide competency
1. illustrate measures of position (quartiles, deciles, and percentiles)
Competency placed; teaching materials not built
10Week
Box-and-whisker plots, cumulative frequency histograms and polygons
Quarter 2Q2 · 2
Curriculum guide competency
2. construct and interpret box-and-whisker plots and cumulative frequency histograms and polygons
Competency placed; teaching materials not built
11Week
Measures of position, interquartile range and outliers from ungrouped data
Quarter 2Q2 · 3
Curriculum guide competency
3. calculate a specified measure of position, interquartile range, and outliers, from ungrouped data
Competency placed; teaching materials not built
Term 2 September – December
Quarter 2 — what this quarter is driving toward
Content standards
1. box-and-whisker plots, and cumulative frequency histograms and polygons; 2. quartiles, deciles, and percentiles; interquartile range, and outliers; 3. radical expressions; 4. the roots of a quadratic equation; 5. quadratic functions; 6. equations reducible to quadratic equations.
Performance standard
Construct and interpret box-and-whisker plots, and cumulative frequency histograms and polygons (DP); calculate quartiles, deciles, and percentiles, interquartile range, and outliers (DP); simplify, and perform operations, involving radical expressions (NA); determine the nature of roots of a quadratic equation (NA); determine the equation of a quadratic function (NA); solve equations reducible to quadratic equations and radical equations (NA).
Performance task (suggested by this repository)
*The Middle Half* — collect one real set of at least 25 ungrouped values from the school (heights, daily fare, minutes to travel in). Find the five-number summary, draw the box-and-whisker plot, identify any outliers by the 1.5 × IQR rule, and write what the middle half of the data says that the mean alone hides.
12Week
Percentile rank of a given score and drawing conclusions from measures of position
Quarter 2Q2 · 4–5
Curriculum guide competencies
4. calculate the percentile rank of a given score from ungrouped data
5. draw conclusions from statistical data using the measures of position
Competency placed; teaching materials not built
13Week
The laws of rational non-integral exponents
Quarter 2Q2 · 6
Curriculum guide competency
6. illustrate the laws of rational non-integral exponents
Competency placed; teaching materials not built
14Week
Simplifying radical expressions
Quarter 2Q2 · 7
Curriculum guide competency
7. simplify radical expressions
Competency placed; teaching materials not built
15Week
Operations with radicals, including rationalising the denominator
Quarter 2Q2 · 8
Curriculum guide competency
8. perform operations involving radical expressions, including rationalizing the denominator
Competency placed; teaching materials not built
16Week
The nature of the roots of a quadratic equation, using the discriminant
Quarter 2Q2 · 9
Curriculum guide competency
9. determine the nature of roots of a quadratic equation using the discriminant
Competency placed; teaching materials not built
17Week
The equation of a quadratic function from a table, a graph, and its zeros
Quarter 2Q2 · 10
Curriculum guide competency
10. determine the equation of a quadratic function given: (a) a table of values, (b) its graph, and (c) its zeros
Competency placed; teaching materials not built
18Week
Equations reducible to quadratic and problems with quadratic functions and radical equations
Quarter 2Q2 · 11–13
Curriculum guide competencies
11. solve equations reducible to quadratic equations
12. solve problems involving quadratic functions
13. solve radical equations, including equations reducible to linear or quadratic equations
Competency placed; teaching materials not built
Quarter 3 — what this quarter is driving toward
Content standards
1. equation of a circle and the graph of a circle; 2. evaluation of statistical reports; 3. union and intersection of events, dependent and independent events, and complementary events.
Performance standard
Transform the equation of a circle from center-radius form to general form and vice versa, and determine the center and radius from a given equation (NA); graph a circle from a given equation (NA); evaluate statistical reports (DP); calculate probabilities in relation to union and intersection of events, dependent and independent events, and complementary events (DP).
Performance task (suggested by this repository)
*Check the Claim* — take one real published claim with a chart behind it (a news post, a product advertisement, a government infographic). Link the claim to the display, the statistic, and the data. State which of the three actually supports it, and what a reader would have to be told to judge it fairly.
19Week
Centre-radius and general form and finding the centre and radius from an equation
Quarter 3Q3 · 1–2
Curriculum guide competencies
1. transform the equation of a circle from center-radius form to general form, and vice versa
2. determine the center and the radius of a circle from a given equation
Competency placed; teaching materials not built
20Week
Sketching a circle from its equation and finding the equation from given conditions
Quarter 3Q3 · 3–4
Curriculum guide competencies
3. sketch the graph of a circle given its equation
4. find the equation of a circle from given conditions, e.g., given two points as the endpoints of a diameter
Competency placed; teaching materials not built
21Week
Problems involving geometric figures on the Cartesian plane
Quarter 3Q3 · 5
Curriculum guide competency
5. solve problems involving geometric figures on the Cartesian plane
Competency placed; teaching materials not built
22Week
Evaluating statistical reports — linking claims to displays, statistics and data
Quarter 3Q3 · 6
Curriculum guide competency
6. evaluate statistical reports by linking claims to displays, statistics, and representative data
Competency placed; teaching materials not built
Term 3 January – April
Quarter 3 — what this quarter is driving toward
Content standards
1. equation of a circle and the graph of a circle; 2. evaluation of statistical reports; 3. union and intersection of events, dependent and independent events, and complementary events.
Performance standard
Transform the equation of a circle from center-radius form to general form and vice versa, and determine the center and radius from a given equation (NA); graph a circle from a given equation (NA); evaluate statistical reports (DP); calculate probabilities in relation to union and intersection of events, dependent and independent events, and complementary events (DP).
Performance task (suggested by this repository)
*Check the Claim* — take one real published claim with a chart behind it (a news post, a product advertisement, a government infographic). Link the claim to the display, the statistic, and the data. State which of the three actually supports it, and what a reader would have to be told to judge it fairly.
23Week
Mutually exclusive and non-mutually exclusive events and complementary events
Quarter 3Q3 · 7–8
Curriculum guide competencies
7. illustrate mutually exclusive events and non-mutually exclusive events
8. identify complementary events
Competency placed; teaching materials not built
24Week
Probability problems — union and intersection, dependent and independent, complementary
Quarter 3Q3 · 9
Curriculum guide competency
9. solve probability problems involving: (a) union and intersection of events, including mutually and non-mutually exclusive events; (b) dependent and independent events, including conditional probability where the solution is limited to the use of contingency tables or Venn diagrams; and (c) complementary events
Competency placed; teaching materials not built
Quarter 4 — what this quarter is driving toward
Content standards
1. simple interest, compound interest, and depreciation; 2. central angles; inscribed angles; and angles and lengths formed by intersecting chords, secants, and tangents of a circle; 3. sectors and segments of a circle, and their areas.
Performance standard
Calculate compound interest and depreciation (NA); apply properties and relationships of central angles, inscribed angles, chords, secants, and tangents of circles (MG); define sectors and segments of a circle, and find their areas (MG).
Performance task (suggested by this repository)
*What It Really Costs* — take one real borrowing or saving offer available in the barangay: a cooperative loan, a "5-6" arrangement, an appliance instalment plan, a time deposit. Compute what it comes to under simple interest and under compound interest at the same stated rate, then again compounded monthly. Present the three side by side and say which one the offer actually is.
25Week
Simple interest and compound interest, explored inductively
Quarter 4Q4 · 1
Curriculum guide competency
1. explore inductively the relationship between simple interest and compound interest
Competency placed; teaching materials not built
26Week
Compound interest by repeated applications of simple interest
Quarter 4Q4 · 2
Curriculum guide competency
2. calculate compound interest by repeated applications of simple interest
Competency placed; teaching materials not built
27Week
Problems by repeated application and the formulas for compound interest and depreciation
Quarter 4Q4 · 3–4
Curriculum guide competencies
3. solve problems involving compound interest by repeated applications of simple interest
4. explain inductively the formulas for compound interest and depreciation
Competency placed; teaching materials not built
28Week
Compounding annually, quarterly and monthly
Quarter 4Q4 · 5
Curriculum guide competency
5. explore inductively the differences in the amount of compound interest obtained on amounts of money invested (a) annually, (b) quarterly, and (c) monthly
Competency placed; teaching materials not built
29Week
Real-life problems involving compound interest and depreciation
Properties of central angles, inscribed angles, secants and tangents
Quarter 4Q4 · 7
Curriculum guide competency
7. establish properties and relationships for central angles, inscribed angles, secants, and tangents, of a circle
Competency placed; teaching materials not built
31Week
Problems involving all six angle relationships in a circle
Quarter 4Q4 · 8
Curriculum guide competency
8. solve problems involving: (a) central angles, (b) inscribed angles, (c) angles formed by two intersecting chords, (d) angles formed by two secants intersecting outside the circle, (e) angles formed by two intersecting tangents, and (f) angles formed by intersecting secant and tangent
Competency placed; teaching materials not built
32Week
Properties for chords, secants and tangents and problems involving their lengths
Quarter 4Q4 · 9–10
Curriculum guide competencies
9. establish properties and relationships for chords, secants, and tangents
10. solve problems involving lengths of: (a) intersecting chords, (b) two secant segments intersecting outside a circle, and (c) two intersecting tangent segments
Competency placed; teaching materials not built
33Week
Sectors and segments and their areas and problems with shaded regions
Quarter 4Q4 · 11–12
Curriculum guide competencies
11. define sectors and segments of a circle and find their areas
12. solve problems involving area of a sector of a circle, segment of a circle, and shaded regions in other figures that involve sectors or segments