Department of Education

UPDATES ON THE K-12

Mathematics Curriculum
January 29, 2014
 Outline of Presentation
K-12 Updates
The Math Curriculum and Standards
The Senior High School Curriculum
Implications to Math Heads and Teachers
 DepED Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the
nation.
As a learner-centered public institution,
the Department of Education
consistently improves itself
to better serve its stakeholders.

-2013
 K-12 Updates

The K-12 Act was

passed in May,
2013 and the IRR
was finalized and
signed in
September, 2013.
K to 12 Enhanced Basic Education Program

R.A. 10533 or the Enhanced Basic

Education Act of 2013

The law aims to improve the quality of basic

education and adequately prepare high
school graduates to be ready for higher
education, work or employment, middle
skills development, entrepreneurship and
make them globally competitive.
 K-12 Updates

The DepEd embarked on a curriculum

mapping exercise

Grades 1 &7 were implemented in school year

2012-2013

Grades 2 & 8 were implemented in school year

2013-2014
 K-12 Updates
We have coded the curriculum in order to:
Take stock of the present state of
the curriculum
Try to balance the curriculum and gear it
more towards higher order thinking skills

We have improved the curriculum using

input from external reviewers and partners
DEPARTMENT OF EDUCATION
 The Curriculum Finalization
Updates

Placed emphasis on student evidence of understanding

and skills development rather than on content coverage

Ensured continuity of the content that drives skill

development across topics as the curriculum moves
from Grade 10 to Grades 11 & 12

Accounted for the different academic vocational and

general pathway/tracks that graduates may take
DEPARTMENT OF EDUCATION
 The Curriculum Finalization
Process
Stated explicitly the graduate attributes at the
main education exit points which guided
curriculum writers

Stated competencies clearly

Explicitly stated the nature of higher order thinking

skills within each topic.

DEPARTMENT OF EDUCATION
The SEAMEO Innotech and Melbourne
Study Findings
• Emphasizes learning of content but not
learning to learn
• Does not encourage meta-cognitive processes
• (reflection on, deriving meaning, non-
procedural problem solving)
• A restricted range of higher order thinking
skills is developed, many of which are 21st
century skills
 Findings: Mathematics
No guidance is provided to teachers regarding
how teaching approaches should be
implemented in classes, in contrast with the
other curricula.

Uses more formal mathematical language in its

curriculum approach
 SEAMEO Innotech and Melbourne
Findings:
• Most focused on literacy and less on
numeracy and scientific and social knowledge
• Assessment expectations in science and
mathematics vary widely. (classroom based
assessment data are primarily used for
summative rather than formative purposes).
• Data are not used to help identify where a
teacher can best intervene to maximise a
students’ learning.
 Recommendations

• The curriculum should place emphasis on student

evidence of understanding and skills
development rather than accumulation of
content.
• For Math :
• Ensure pace of delivery that allows for
development of student understanding and skill
rather than mere content coverage
• Ensure that use of technology in mathematics
and be in tune with the 21st century demand
 Recommendations
• Have a discipline base across and within each
grade with topics developed in sophistication
each year where this is relevant, without
discontinuity
• Demonstrate the potential to emphasise how
mathematical and scientific problems relate to
the real world, increasing their relevance
The Mathematics Curriculum Framework
and Standards
 Learning Standard

• refers to how well the student must

perform, at what kinds of tasks, based on
what content, to be considered proficient
or effective

• defines what learning should be achieved

in what grades or over certain grade
spans.
 Learning Standard

 can be used as a reference point for planning

teaching and learning programs, and for
assessing student progress.

 should help teachers set targets and monitor

achievement and develop programs that
support and improve student learning.
 DESIGN
Follows the spiral approach across
subjects by building on the same
concepts in increasing complexity
and sophistication.
 Content

• The scope and sequence of topics

and skills covered in each
strand/domain/theme/component
 Content Standards

• specify essential knowledge, skills and

habits of mind that should be taught and
learned

• answer the question “What should students

know and be able to do?”
 Performance Standards

• express the degrees or quality of proficiency that

students are expected to demonstrate in relation
to the content standards

• answer the questions “How well must students

do their work?” and

• “How do we want them to use their learning or

understanding?”
 Competency

• Refers to a specific task performed with

mastery. It allows the identification of
difficulty levels.
• It also refers to the ability to perform activities
within an occupation or function to the
standards expected by drawing from one’s
knowledge, skills and attitude
Mathematics Curriculum Framework
 Mathematics Curriculum

• BRIEF COURSE DESCRIPTION

• Mathematics from K-10 is a skills subject. By
itself, it is all about quantities, shapes and
figures, functions, logic, and reasoning.
Mathematics is also a tool of science and a
language complete with its own notations and
symbols and “grammar” rules, with which
concepts and ideas are effectively expressed
 Mathematics Curriculum

• The K to 10 Mathematics Curriculum provides

a solid foundation for Mathematics at Grades
11 to 12. More importantly, it provides
necessary concepts and life skills needed by
Filipino learners as they proceed to the next
stage in their life as learners and as citizens of
the Philippines.
 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.
 KEY STAGE STANDARD:
K–3
 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), 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.
 KEY STAGE STANDARD:

Grades 4 – 6
• At the end of Grade 6, the learner demonstrates understanding
and appreciation of key concepts and skills involving numbers
and number sense (whole numbers up to 10 000 000, four
fundamental operations of whole numbers, fractions, decimals,
ratio and proportion, percent, and integers) measurement
(time, perimeter and area of plane figures, volume and surface
area of solid/space figures, meter reading), geometry (plane
and solid figures), patterns and algebra (sequence, expression
and equation), statistics and probability (data collection and
representation in tables, line graphs and pie graphs, and
experimental and theoretical probability) as applied, using
appropriate technology, in critical thinking, problem solving,
reasoning, communicating, making connections,
representations and decisions in real life.
 KEY STAGE STANDARD:

Grades 7-10
• At the end of Grade 10, the learner demonstrates understanding
and appreciation of key concepts and skills involving numbers
and number sense (sets and real numbers), measurement
(conversion of units), patterns and algebra (linear equations and
inequalities in one and two variables; linear functions; systems of
linear equations and inequalities in two variables; exponents and
radicals; quadratic equations; inequalities and functions;
polynomials and polynomial equations and functions), geometry
(polygons; axiomatic structure of geometry, triangle congruence,
inequality and similarity; and basic trigonometry), statistics and
probability (measures of central tendency, variability and
position; combinatorics and probability) as applied, using
appropriate technology, in critical thinking, problem solving,
communicating, reasoning, making connections, representations,
and decisions in real life.
 K-12 MATHEMATICS CURRICULUM
Time Allotment

Grade 1 2 3 4 5 6 7 8 9 10

Daily 50 50 50 50 50 50
Weekly 4 4 4 4
hrs hrs hrs hrs
Department of Education
SENIOR HIGH SCHOOL CURRICULUM
 Curriculum Outcomes

Outcomes / Standards Learning Areas / Grade Level

PQF LEARNING RESOURCES

Teacher’s Guides and Learner’s
Materials

Key LEARNING
Stage COMPETENCIES

Outcomes
Content and Performance
G3 G6 G10 G12
STANDARDS

DEPARTMENT OF EDUCATION
 Basic Education Program
Elementary Kinder to Grade 6

Junior
Grades 7 to 8 Grades 9 to 10
High
School
(Exploratory TLE) (Specialized TLE)

Tracks
Common Subjects

Academic Tech-Voc Sports Arts &

Senior Track Track Track Design
Core Track
High Subjects o Liberal Arts o Home
School o STEM Economics
o BAM o Agri-Fishery
o HESS o Industrial
(Humanities, Arts
Education, o ICT
Social
Sciences)

DEPARTMENT OF EDUCATION
Curriculum Exits

DEPARTMENT OF EDUCATION
Senior High School Curriculum

DEPARTMENT OF EDUCATION
The Proposed Grades 11 and 12 will have 31
80-hour subjects, totalling 2,480 hours.

31 TOTAL SUBJECTS

16
15 Track Subjects
Core Subjects 7 9
Common Specialization
Subjects subjects

Each subject will have 80 hours per semester

P.E. and Health will have 20 hours per semester for 4 semesters

DEPARTMENT OF EDUCATION
 Proposed Core Subjects
hours per
Core Subjects semester
Oral Communication 80
Reading & Writing 80
Language
Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino 80
Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80
21st Century Literature from the Philippines and the World 80
Humanities
Contemporary Music and Visual Arts 80
Communication Media & Information Literacy 80
General Mathematics 80
Mathematics
Statistics & Probability 80
Earth and Life Science (Lecture and Laboratory)* 80
Science
Physical Science (Lecture and Laboratory)* 80
Personal Development 80
Social Science
Understanding Society & Culture 80
Philosophy Intro to Philosophy of the Human Person 80
PE and Health Physical Education and Health 80
CORE Total Number of Hours 1,200
TRACK Total Number of Hours 1,280
Total Number of Hours (CORE + TRACK) 2,480
Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = hours/day 6.2 hours/day
*Students in the STEM Strand will take any of the three basic sciences instead of these subjects.
DEPARTMENT OF EDUCATION
 Proposed Core Subjects
Core Subjects* New GEC (CMO No. 20, s.2013)

Oral Communication Understanding the Self

Reading & Writing Readings in Philippine History
Komunikasyon at Pananaliksik sa Wikang The Contemporary World
Language
Filipino at Kulturang Pilipino Mathematics in the Modern
Core
Pagbasa at Pagsusuri ng Iba’t Ibang World
Courses
Teksto Tungo sa Pananaliksik Purposive Communicatiion
(24 units)
21st Century Literature from the Philippines Art Appreciation
Humanities and the World Science, Technology and
Contemporary Music and Arts Society
Communication Media & Information Literacy Ethics / Etika
General Mathematics Mathematics, Science &
Mathematics
Statistics & Probability Electives Technology
Earth and Life Science (9 units) Social Sciences & Philosophy
(Lecture and Laboratory)
Science Arts & Humanities
Physical Science
(3 units) The Life and Works of Rizal
(Lecture and Laboratory)
Personal Development *The Core Subjects adhere to the
Social Science
Understanding Society & Culture College Readiness Standards
Philosophy Intro to Philosophy of the Human Person (CRS) and New General Education
PE and Health Physical Education and Health Curriculum of CHED.
DEPARTMENT OF EDUCATION
 Proposed Common Track Subjects
Technical-Vocational-Livelihood,
Academic Track Sports, Arts & Design Tracks
Common Subjects Common Subjects
English for Academic and Professional English for Academic and Professional
1 1
Purposes Purposes
Research 1: Qualitative Research in Research 1: Qualitative Research in Daily
2 2
Daily Life Life
Research 2: Quantitative Research in Research 2: Quantitative Research in
3 3
Daily Life Daily Life
Pagsulat sa Filipino sa Piling Larangan Pagsulat sa Filipino sa Piling Larangan
4 4
(Akademik) (Isports, Sining at Tech-Voc)
Empowerment Technologies (E-Tech): Empowerment Technologies (E-Tech):
5 5
ICT for Professional Tracks ICT for Professional Tracks
6 Entrepreneurship 6 Entrepreneurship
7 Research Project*
7 Research Project / Culminating Activity*
Common Subjects will be offered to all Tracks
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION
 Revised Sports Track

Sports Track Subjects

8 Sports Track 1 Safety and First Aid
9 Sports Track 2 Human Movement
10 Sports Track 3 Fundamentals of Coaching
11 Sports Track 4 Sports Officiating and Activity Management
12 Sports Track 5 Fitness, Sports and Recreation Leadership
13 Sports Track 6 Psychosocial Aspects of Sports and Exercise
14 Sports Track 7 Fitness Testing and Exercise Programming
15 Sports Track 8 Practicum (in-campus)
16 Sports Track 9 Apprenticeship (off-campus)

Each subject will have 80 hours per semester

DEPARTMENT OF EDUCATION
 Revised Arts and Design Track
Arts and Design Strands
Art Assessment and Guidance

8 Arts Track 1 Creative Industries I: Arts and Design Appreciation and Production
9 Arts Track 2 Creative Industries II: Performing Arts
10 Arts Track 3 Physical and Personal Development in the Arts
11 Arts Track 4 Developing Filipino Identity in the Arts
12 Arts Track 5 Understanding Elements and Principles of Organization in the Arts
13 Arts Track 6 Leadership and Management in Different Arts Fields
14 Arts Track 7 Apprenticeship and Exploration of Different Arts Fields
15 Arts Track 8 (Media Arts, Visual Arts, Literary Arts, Music, Dance and Theater)
Exhibit for Arts Production (Media Arts, Visual Arts and Literary Arts)
16 Arts Track 9
/ Performing Arts Production (Music, Dance and Theater)

Each subject will have 80 hours per semester except Apprenticeship and
Exploration of Different Arts Fields which will have 160 hours
DEPARTMENT OF EDUCATION
 Revised Technical-Vocational-Livelihood Track (Table 1) and
TESDA Training Regulations-Based Specializations* (Table 2)

Revised Tech-Voc Track TESDA Training Regulations-Based Specializations

TVL Track Subjects HE ICT Agri-Fishery Arts Industrial Arts

Subjects Example AGRICROP PRODUCTION

1. Hairdressing 1. Horticulture
8 Tech-Voc Track 1 Beauty Care / 2. Tailoring 1. Automotive
2. Landscape Installation
9 Tech-Voc Track 2 Nail Care 3. Caregiving and Maintenance Servicing
10 Tech-Voc Track 3 4. Food and 3. Organic Agriculture 2. Refrigeration
Beverage and Air-
11 Tech-Voc Track 4 Services
Production
Conditioning
12 Tech-Voc Track 5 5. Bread and 4. Pest Management
Pastry 5. Rice Machinery 3. Consumer
13 Tech-Voc Track 6 Hairdressing Electronics
Production Operation
14 Tech-Voc Track 7 6. Housekeeping 1. Computer Servicing
ANIMAL PRODUCTION
15 Tech-Voc Track 8 7. Tour Guiding Programming 4. Electrical
2. Medical 1. Artifical Insemmination Installation
16 Tech-Voc Track 9 Services
8. Travel Services Transcription 2. Raising Large and
Ruminants (Dairy Cattle
9. Attractions and 3. Animation Maintenance
Each subject will have 80 Theme Parks
and Buffaloes) 5. Shielded
3. Raising Swine
hours per semester. Tourism Metal-Arc
4. Slaughtering Welding
10. Handicraft
a. Fashion FISH PRODUCTION 6. Carpentry
Accessories 1. Fish Nursery Operation 7. Plumbing
b. Paper Craft 2. Fish or Shrimp Grow 8. Masonry
c. Woodcraft Out Operation 9. Tile Setting
d. Leathercraft 3. Fishport/Wharf
Operation
*Aligned with Technology and Livelihood Education (TLE) in Grades 7 to 10.
DEPARTMENT OF EDUCATION
 Proposed Academic Track
Academic Strands
Liberal Arts* HESS* ABM STEM

Literature 1: Fiction and

8 Literature 1 Applied Economics
Drama
1. Pre-Calculus
2. Basic Calculus
9 Humanities 1 Literature 2 Ethics and Social Responsibility 3. General Chemistry 1
4. General Chemistry 2
Humanities 1: Popular Art as Fundamentals of Accounting,
10 Social Science 1 5. General Physics 1
Text Business and Management 1
6. General Physics 2
Fundamentals of Accounting,
11 Economics 1 Humanities 2 7. General Biology 1
Business and Management 2
8. General Biology 2
Organization and Education 1 / Foreign
12 Business Math 9. Work Immersion/
Management Language 1
Research/Career
Foreign Language Education 2 / Foreign
13 Business Finance Advocacy/Culminating
1 Language 2
Activity
14 Applied Science Social Science 1 Organization and Management

STEM Specialized
15 Pre-Calculus Social Science 2 Principles of Marketing Subjects will have a total of
720 hours.
Work Immersion/Research/Career
16 Business Enterprise Simulation
Advocacy/Culminating Activity
Each subject will have 80 hours per semester
*for finalization
DEPARTMENT OF EDUCATION
 Grades 11-12 Math Subjects
CORE SUBJECTS LIBERAL ARTS ABM STEM
General Pre-Calculus Applied Economics Pre-Calculus
Mathematics Fundamentals of Basic Calculus
Accounting General Chemistry 1
General Chemistry 2
General Physics
General Physics
General Biology
General Biology

Statistics and Business

Probability Mathematics
Business Finance
Sample Senior High School Core Math Curriculum Guide
 ALIGNMENT OF STEM SUBJECTS
New GEC (CMO No.
20, s.2013)
Understanding the
Curricul Grade 7 Grade 8 Grade 9 Grade 10 Self
s Readings in
um
Subject Subject Subject Subject p Philippine History
The
Core Filipino Filipino Filipino Filipino e
Contemporary
c
English English English English Core World
i Cour Mathematics in
Mathemati Mathemati Mathemati Mathemati c a ses the Modern World
cs* cs* cs* cs* l
o (24 Purposive
Science* Science* Science* Science* i units) Communicatiion
r z
Social Social Social Social Art Appreciation
Studies Studies Studies Studies e a
Science,
MAPEH MAPEH MAPEH MAPEH t
Technology and
i
Values Values Values Values Society
o
Educ. Educ. Educ. Educ. Ethics / Etika
n
Additional Research Research Research Research Mathematics,
s
Subject** I II III IV Elect Science &
ives Technology
Pre-Calc, Calc, (9 Social Sciences &
Applied Biology 1&2 units) Philosophy
Science Chemistry 1 & 2
Earth Science Arts & Humanities
Physics 1 &2
(3 The Life and
 Work and Contribution to Society

K to 12 Curriculum

Community-
Materials, School
Industry
Facilities, Leadership
Teachers ICT Relevance Assessment
and and
and
Equipment Management
Partnerships

DEPARTMENT OF EDUCATION
 ACADEMIC TRACK (STEM): Mathematics

School Community-
Materials, Schools, Division
Leadership Industry
Teachers Equipment, ICT Assessment Technical
and Relevance and
Facilities Assistance
Management Partnership

1. Scientific 1. Statistical 1. PhD in 1. Partnership 1. Assessments 1. Teacher training/

1. MA or MS in Calculators softwares Educational with DOST tightly aligned short term
Mathematics or 2. Computers like SPSS, Management 2. Strong to the training programs/
Statistics 3. Computer PHStat or or MA/MS in linkages with standards courses
2. Minimum of 5 Laboratory MegaStat Science or Science and 2. Math/Science emphasizing
years 4. Library with 2. Internet Mathematics ICT institutions research/ improvement/
experience in updated Connection 2. Minimum of 3. Collaboration investigation excellence in
teaching resources in three years with Science, Mathematics/
Calculus or mathematics experience as Technology, Science
Statistics and statistics school Engineering Education
3. Knowledgeable journals administrator and Math 2. Regular
in using 3. Attended Research supervision and
mathematical/ relevant Institutes monitoring
statistical seminars/
software conferences/
trainings on
Science and
Technology/
Mathematics/
Statistics
 Implications to School Heads
Attract students to go into STEM and early
identification of these talents

Strengthen the screening/admission policy to

select those who have aptitude and interest for
STEM

Provision of a rich learning environment that will

support student interest in STEM
 Implications to School
Heads/Supervisors
Hire experts in STEM as part-time teachers

Support research projects with potential for

commercial applications, and/or contribution to
the growth of knowledge

Establish a strong support mechanism with the

community and LGUs
 Critical Conversation:
Implications to teachers
and to teaching

A paradigm shift on teaching and

learning, and of learners
 Critical Conversation:
Implications to teachers
and to teaching

 There is a need for capacity building (re-

training and retooling on pedagogy, content
and assessment in light of the K-12 curriculum)
 Critical Conversation:
Implications to teachers
and to teaching

Those teaching in Senior High School should be

prepared to teach core subjects and specific
tracks
 Training of New Teachers
 New graduates of the current Teacher
Education curriculum shall undergo additional
training, upon hiring, to upgrade their skills to
the content and performance standards of the
new curriculum.
 Training of New Teachers
Furthermore, CHED, in coordination with
DepEd and relevant stakeholders, shall ensure
that the Teacher Education curriculum offered
in these Teacher Education Institutes (TEIs)
will meet the necessary quality standards for
new teachers.
 Critical Conversation:
Implications to teachers
and to teaching

Graduates of science, mathematics, statistics,

engineering, music and other degree courses
with shortages in qualified Licensure
Examination for Teachers (LET) applicants
shall be allowed to teach in their specialized
subjects in secondary education
 Conditions Set
Provided, That :
a) they pass the LET within five (5) years after
their date of hiring:
b) Provided, further, That if such graduates are
willing to teach on part-time basis, the
provisions of LET shall no longer be required;
 Hiring of faculty
• (c) Faculty of HEIs be allowed to teach in their
general education or subject specialties in the
secondary education: Provided, That the
faculty must be a holder of a relevant
Bachelor’s degree, and must have
satisfactorily served as a full-time HEI faculty;
 Transitory Period

The faculty of HEIs and TVIs

allowed to teach students of
secondary education under, shall
be given priority in hiring for the
duration of the transition period.
THANK YOU VERY MUCH FOR
WALKING THIS PATH WITH US AND
FOR HELPING THE DEPED.

Department of Education