How can you add 8’s to get the

number 1,000?
How can you add 8’s to get the
number 1,000?

888 + 88 + 8 + 8 + 8 = 1,000
 INTRODUCTION OF
MATHEMATICS COMPETENCIES IN
GRADE II & III
Why do pupils need
to learn Math?
Then why is
the President
insistent on
removing
subjects such
as calculus
and
trigonometry
from the
curriculum?
 KEY STAGE 1 STANDARDS:
At the end of Grade 3, the learner demonstrates
understanding and appreciation of key concepts and
skills involving:
• numbers and number sense (whole numbers up to
10,000 and the four fundamental operations
including money, ordinal numbers up to 100th, basic
concepts of fractions);
• measurement (time, length, mass, capacity, area of
square and rectangle); geometry (2-dimensional and
3-dimensional objects, lines, symmetry, and
tessellation);
 KEY STAGE 1 STANDARDS:
At the end of Grade 3, the learner demonstrates
understanding and appreciation of key concepts and
skills involving:
• patterns and algebra (continuous and repeating
patterns and number sentences);
• statistics and probability (data collection and
representation in tables, pictographs and bar graphs
and outcomes)as applied -using appropriate
technology - in critical thinking, problem solving,
reasoning, communicating, making connections,
representations, and decisions in real life.
 LEARNING AREA STANDARD
The learner demonstrates understanding
and appreciation of key concepts and
principles of mathematics as applied -
using appropriate technology - in
problem solving, critical thinking,
communicating, reasoning, making
connections, representations, and
decisions in real life.
 GRADE LEVEL STANDARDS:
The learner demonstrates understanding and appreciation
of key concepts and skills involving:
• numbers and number sense (whole numbers up to 1 000,
ordinal numbers up to 20th, money up to PhP100, the four
fundamental operations of whole numbers, and unit
fractions),
• geometry (basic shapes, symmetry, and tessellations)
• patterns and algebra (continuous and repeating patterns and
number sentences)
• measurement (time, length, mass, and capacity)
• statistics and probability (tables, pictographs, and outcomes)
 GRADE LEVEL STANDARDS:
The learner demonstrates understanding and appreciation of key
concepts and skills involving:
• numbers and number sense (whole numbers up to 10, 000, ordinal
numbers up to 100th , money up to PhP1,000, the four fundamental
operations of whole numbers, proper and improper fractions,
similar and dissimilar and equivalent fractions),
• geometry (basic shapes, symmetry, and tessellations)
• patterns and algebra (continuous and repeating patterns and
number sentences)
• measurement (conversion of time, length, mass, capacity, area of
square and rectangular)
• statistics and probability (tables, pictographs, bar graphs and
outcomes)
Math Curriculum Guide
Grades 1-10 December 2
013.pdf
 Content Standards

Broad statements that describe

specific content areas that
groups of students should
learn at each grade level
 Content Standards
• They define the knowledge within each
discipline.
• Curriculum Standards or Subject
Standards which reflect the ideas, skills,
and knowledge in each discipline that are
important enough for everyone to learn
 Performance Standards
• Expectations for instruction, assessment,
and student work
• These incorporate Content Standards and
define the level of work that
demonstrates achievement of the
standards
 Performance Standards
• isolate and identify skills needed
• provide all constituents with the
evidences that students have met
the content standards, helping
teachers define what level of work is
satisfactory.
 Performance standards
• define "excellence" and how good is
"good enough“
• it provides three additional items:
suggested tasks, sample student
work, and teacher commentary on
that work
 Competency
• A general statement that describes the desired
knowledge, skills, and behaviors of a student
graduating from a program (or completing a
course)
• define the applied skills and knowledge that
enable people to successfully perform in life
contexts
• competencies say how we can be certain they
know it
 Learning Competency

visualizes and represents numbers

from 0-1000 with emphasis on
numbers 101 – 1 000 using a
variety of materials.
M2NS-Ia-1.2
 CODE
M2NS-Ia-1.2
M subject
2 Grade level
NS Chapter/Topic
I Quarter #
a Week #
1.2 Competency #
 1st Quarter Content Standards
Grade I Grade II Grade III
NNS NNS NNS
1.demonstrates 1.demonstrates 1.demonstrates
understanding of understanding of understanding of
whole numbers up whole numbers up whole numbers up
to 100, ordinal to 1,000 ordinal to 10,000 ordinal
numbers up to numbers up to 20th, numbers up to 100th
10th, money up to and money up to and money up to
PhP100 and PhP100. PhP1000.
fractions ½ and ¼ . 2.demonstrates 2.demonstrates
understanding of understanding of
addition of whole addition and
numbers up to 1000 subtraction of whole
including money. numbers including
money.
 1st Quarter Performance Standards
Grade I Grade II
NNS NNS
1.is able to recognize, 1.is able to recognize,
represent, and order represent, compare, and
whole numbers up to order whole numbers up
100 and money up to to 1000.
PhP100 in various 2.is able to recognize and
forms and contexts. represent ordinal
numbers up to 20th in
2.is able to recognize, various forms and
and represent ordinal contexts.
numbers up to 10th, in
various forms and 3.is able to apply addition
contexts. of whole numbers up to
1000 including money in
mathematical problems
and real-life situations.
Grade III
NNS
1.is able to recognize,
represent, compare, and
order whole numbers up
to 10 000.
2.is able to recognize and
represent ordinal numbers
up to 100th in various
forms and contexts.
3.is able to apply addition
and subtraction of whole
numbers up to 1000
including money in
mathematical problems
and real-life situations.
 2nd Quarter Content Standards
Grade I Grade II Grade II
NNS NNS NNS
1. demonstrates 1. demonstrates 1. demonstrates
understanding of understanding of understanding of
addition and subtraction and multiplication and
subtraction of whole multiplication of division of whole
numbers up to 100 whole numbers up to numbers including
including money 1000 including money. money.
 Performance Standards 2nd QUARTER
Grade I Grade II Grade III
NNS NNS NNS
1.is able to apply 1.is able to apply 1.is able to apply
addition and subtraction and multiplication
subtraction of multiplication of and division of
whole numbers whole numbers whole numbers
up to 100 up to 1000 up to 10 000
including money including money including money
in mathematical in mathematical in mathematical
problems and problems and problems and
real- life real-life situations. real-life
situations situations.
 3rd Quarter Content Standards
Grade I Grade II Grade III
NNS NNS NNS
1. demonstrates 1. demonstrates 1. demonstrates
understanding of understanding of understanding of
fractions ½ and division of whole similar, dissimilar
1/4. numbers up to 1000 and equivalent
including money. fractions.
2. demonstrates
understanding of unit
fractions.
 3rd Quarter Content Standards
Grade I Grade II Grade III
GE GE GE
1.demonstrates 1.demonstrates 1.demonstrates
understanding of understanding of understanding of
2-dimensional and straight and curved lines, flat and
3-dimensional lines, flat and symmetry designs,
figures. curved surfaces, and tessellations
basic shapes, using triangles,
symmetry in a line, squares and other
and tessellations shapes .
using triangles and
squares.
 3rd Quarter Content Standards

Grade I Grade II Grade III

AL AL AL
1.demonstrates 1.demonstrates 1.demonstrates
understanding of understanding of understanding of
continuous and continuous patterns continuous and
repeating patterns using two attributes repeating patterns
and mathematical and mathematical and mathematical
sentences. sentences involving sentences involving
multiplication and multiplication and
division of whole division of whole
numbers using 2, 3, numbers.
4, 5 and 10 only.
 Performance Standards 3rd QUARTER
Grade I (NNS) Grade II
NNS NNS
1. is able to recognize, 1. Is able to apply division
represent, and of whole numbers up to
compare fractions ½ 1000 including money in
and 1/4 in various mathematical problems
forms and contexts. and real-life situations.
2. is able to recognize and
represent unit fractions in
various forms and
contexts.
Grade III
NNS
1. is able to recognize
and represent
proper and improper,
similar, dissimilar and
equivalent fractions in
various forms and
contexts.
 Performance Standards 3rd QUARTER
Grade I Grade II Grade III
GE GE GE
1.is able to describe, 1.is able to recognize 1.is able to recognize
compare, and and construct and represent lines in
construct 2- straight and curved real objects and
dimensional and 3- lines, flat and curved designs or drawings,
dimensional objects surfaces, basic complete
shapes and create symmetrical designs,
simple designs that and create patterns
show symmetry in a of designs using
line and tessellation square, triangle and
using triangles and other shapes that can
squares. tessellate.
 Performance Standards 3rd QUARTER
Grade I (NNS) Grade II GRADE III
AL AL AL
1. is able to apply 1. is able to apply 1.is able to apply
knowledge of knowledge of knowledge of
continuous and continuous patterns continuous and
repeating patterns using two attributes repeating patterns
and number and number and number
sentences in sentences involving sentences involving
various situations multiplication and multiplication or
division using 2, 3, division of whole
4, 5 and 10 only in numbers in various
various situations. situations.
 4th Quarter Content Standards
Grade I Grade II Grade III
ME ME ME
1.demonstrates 1.demonstrates 1.demonstrates
understanding of understanding of understanding of
time and non- time, standard conversion of time,
standard units of measures of length, linear, mass and
length, mass and mass and capacity capacity measures
capacity. and area using and area of square
square-tile units. and rectangle
 4th Quarter Content Standards
Grade I Grade II Grade III
SP SP SP
demonstrates deepens demonstrates
understanding of understanding of understanding of bar
pictographs without pictographs without graphs and outcomes
scales and outcomes and with scales and of an event using the
of an event using the outcomes of an terms sure, likely,
terms likely and event using the equally likely,
unlikely to happen. terms likely, equally unlikely, and
likely and unlikely to impossible to
happen. happen.
 4th Quarter Performance Standards
Grade I QUARTER
Grade II Grade III
ME ME ME
is able to apply is able to apply is able to apply
knowledge of time knowledge of time, knowledge of
and non-standard standard measures of conversion of time,
measures of length, length, weight, and linear, mass and
mass, and capacity capacity, and area capacity measures and
in mathematical using square-tile area of rectangle and
problems and real- units in mathematical square in
life situations problems and real- mathematical
life situations. problems and real-life
situations
 4th Quarter Performance Standards
Grade I Grade II Grade III
SP SP SP
is able to create and is able to create and is able to create and
interpret simple interpret simple interpret simple
representations of representations of representations of
data (tables and data (tables and data (tables and single
pictographs without pictographs without bar graphs) and
scales) and describe and with scales) and describe outcomes of
outcomes of familiar describe outcomes of familiar events using
events using the terms familiar events using the terms sure, likely,
likely and unlikely to the terms likely, equally likely, unlikely,
happen. equally likely and and impossible to
unlikely to happen. happen.