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Mathematics Curriculum of The Philippines and The United States

The mathematics curriculums of the Philippines and United States both cover geometry topics but differ in the specific topics covered at different grade levels. In the Philippines, topics in Grade 4 include geometric shapes, measures, and properties, while Grade 8 adds angles, symmetry, and theorems. Some competencies like compound areas and coordinate planes are not fully addressed. The United States curriculum introduces topics like angles and shapes in upper elementary and expands on properties, theorems, and transformations in middle school. Both countries approach geometry topics developmentally but emphasize different competencies at different grades.

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HAYSIEN TAEZA
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78 views2 pages

Mathematics Curriculum of The Philippines and The United States

The mathematics curriculums of the Philippines and United States both cover geometry topics but differ in the specific topics covered at different grade levels. In the Philippines, topics in Grade 4 include geometric shapes, measures, and properties, while Grade 8 adds angles, symmetry, and theorems. Some competencies like compound areas and coordinate planes are not fully addressed. The United States curriculum introduces topics like angles and shapes in upper elementary and expands on properties, theorems, and transformations in middle school. Both countries approach geometry topics developmentally but emphasize different competencies at different grades.

Uploaded by

HAYSIEN TAEZA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Mathematics Curriculum of the Philippines and the United States

The two countries are the same in terms of domains, the geometry topics are divided by
two domains depends on grade level but they have different topics in each domain. Mathematics
Curriculum of the United States have more topics compare to the Philippines.
In mathematics curriculum of the Philippines, the Grade 4 have, Geometric Shapes and
Measures. This domain covered two (2) topics to include Points, Lines, and Angles; and Two-
and Three-Dimensional Shapes.
Points, Lines, and Angles have four (4) competencies under this dimension: measuring
and estimating lengths; identifying and drawing parallel and perpendicular lines.; identifying,
comparing, and drawing different types of angles (e.g., a right angle, and angles larger or smaller
than a right angle); and using informal coordinate systems to locate points in a plane. All the first
three competencies were found in the same grade level except for competency 4, which was not
covered in the curriculum in the elementary level. The introduction to the coordinate system was
introduced in Grade 8 Mathematics and not in the Grade 4 or lower grades. Items on this
competency in the TIMSS assessment are expected to be difficult then for the students as they
have not been exposed to this competency in their current grade.
And Two- and Three-dimensional Shapes, three (3) competencies were covered: using
elementary properties to describe and compare common two- and three-dimensional geometric
shapes, including line and rotational symmetry; relating three-dimensional shapes with their two-
dimensional representations; and calculating perimeters of polygons, areas of squares and
rectangles, and estimating areas and volumes of geometric figures by covering with a given
shape or by filling with cubes. Among these three
competencies, the first competency was developed from Grade 2 to 4 of the K to 12 while the
two competencies were covered in the same grade level.
In Grade 8 in the mathematics curriculum of the Philippines, there is another domain
which is Geometry. This domain covered three topics to include: 1) Geometric Shapes; 2)
Geometric Measurement; and 3) Location and Movement.
First topic is geometric shapes. Five (5) competencies in TIMSS 2015 were covered in
Grade 8 curriculum and these are: identifying different types of angles and use the relationships
between angles on lines and in geometric figures; identifying geometric properties of two- and
three-dimensional shapes, including line and rotational symmetry; identifying congruent
triangles and quadrilaterals and their corresponding measures; and identifying similar triangles
and use their properties; relating three-dimensional shapes with their two-dimensional
representations (e.g., nets, two-dimensional views of three-dimensional objects); and using
geometric properties, including the Pythagorean Theorem, to solve problems.
Second topic is geometric measurement. The three (3) competencies in TIMSS 2015 are:
drawing and estimate the size of given angles, line segments, and perimeters; and estimate areas
and volumes; selecting and using appropriate measurement formulas for perimeters,
circumference, areas, surface areas, and volumes; and finding measures of compound areas. The
first two (2) competencies are found in Grade 4-6 curriculum. However, the third TIMSS
competency on finding the measures of compound areas is not explicitly stated in the K to 12
Curriculum. This means that should Filipino Grade 8 students take the TIMSS, they may have
difficulty in answering items on finding the measures of compound areas as such competency is
not explicitly defined in the K to 12 Curriculum they were exposed to.
And lastly, the location and movement. The two (2) competencies in TIMSS 2015 Math
Grade 8 are: locating points and solving problems involving points in the Cartesian plane; and
recognizing and using geometric transformations (translations, reflection, and rotation) of two-
dimensional shapes. Both competencies are not fully covered in the K to 12 Curriculum.
While in the United States, the geometry topics of upper elementary are: Parallel and
perpendicular lines; Comparing and drawing angles; Elementary properties of common
geometric shapes; and Graphing points on the coordinate plane to solve real-world and
mathematical problems. In middles school, their topics are: Properties of geometric two- and
three-dimensional shapes (triangles, quadrilaterals, and other common polygons); Basic
understanding of congruent and similar figures; Understanding and applying the Pythagorean
Theorem; Relationships between three-dimensional shapes and their two-dimensional
representations; Using appropriate measurement formulas for perimeters, circumferences, areas,
surface areas, and volumes; and Translation, reflection, and rotation
In mathematics curriculum of the United States have two stages of competencies. The
first is for junior and senior infants. Spatial Awareness and Location, Shape, Transformation,
through appropriately playful learning experiences, children should be able to develop a sense of
spatial awareness and reasoning, visualise and model 2D and 3D shapes and describe their
properties, and explore and describe the effects of shape movements. The second stage is for first
and second class, Spatial Awareness and Location, Shape, Transformation, children should be
able to develop spatial reasoning and
visualise and model location using symbolic co-ordinates , visualise and model 2D and 3D
shapes and analyse their properties, and visualise and show the effects of transformations on
shapes.

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