Escuela Catolica de San Sebastian

Pinagbuhatan, Pasig City

ECSS@25: “Missio et Evangelizatio”
Curriculum Map: Mathematics 9
SY 2021-2022

Quarter: First Quarter – Patterns and Algebra

Teacher:Ms. Joriel Edaño Valdes LPT

Content Content Performance Formation Learning Enduring Transfer Goal Assessments Performance Activities
Standard(s) Standard(s) Standard(s) Competencies Understanding and Task
Essential
Questions

Lesson 1 The learner The learner is The learner has The learner Essential Provide Formative Graphic Organizer Show me board/
Quadratic demonstrates able to the ability to:  illustrates Understanding(EU) opportunities for Assessment -Make a concept slides on the power
Equations understanding investigate  shows quadratic  A linear equation student to apply  Short Quiz map about solving point
of key thoroughly consistency equations. is defined as an their  Drills quadratic - The teacher will
Introduction concepts of mathematical in performin equation in which understanding of  Exercises equations. Use the show the slides of
to Quadratic quadratic relationships tasks the highest power the definition of  Long Test Frayer Model to the given
Equations equations, in various systematicall is one, while the quadratic function breakdown a word expression and let
inequalities situations, y and quadratic equation through Summative or a concept. the students
and functions, formulate real- competently is a second meaningful tasks Assessment analyze if the given
and rational life problems (Resposible) degree equation that will help  Pen and expression whether
algebraic involving that is the term them to cite Paper quadratic equation
equations. quadratic with the variable situations in real- Test or not.
equations, with the highest life where  Summative
inequalities exponent is of concepts of Test
and functions, degree two. quadratic
and rational  The learner will functions are
algebraic understand that applicable and
equations and many real-life create problems
solve them situations/problem in situations, then
using a variety s can be find solutions to
of strategies. described and the problem.
solved by the use
of quadratic
equations and;
 varied techniques
 or strategies can
solve a certain
problem involving
quadratic
equation.

Essential
Questions (EQ)

1. How do you
differentiate a linear
equation from a
quadratic equation?

2. What types of
problems can you
solve using
quadratic
equations?

3. How do you solve

quadratic
equations?

Essential
Lesson 2  Manage  solves Understanding Provide Formative Video Tutorial - Subsitution
Solving time and quadratic (EU) opportunities for Assessment Your dearest - The students will
Quadratic personal equations  The learner will student to apply  Short Quiz friend was recently choose one
Equations resources by: (a) understand that their  Drills infected by representative in
by: efficiently and extracting many real-life understanding of  Exercises COVID-19 and got their group. Every
effectively square situations/problem the definition of  Long Test fully recovered. representative will
Extraction of (Resourceful) roots; (b) s can be quadratic function His/her sought be given 30
Roots, factoring; described and through Summative your help (via seconds answer
Factoring, (c) solved by the use meaningful tasks Assessment teleconferencing and explain how
Completing completing of quadratic that will help  Pen and app) on how to they got it.
the square the square; equations and; them to cite Paper solve quadratic
and and (d)  varied techniques situations in real- Test equations using
using the or strategies can life where  Summative different methods.
quadratic solve a certain concepts of Test Assume that you
formula. problem involving quadratic are an online tutor
quadratic functions are for your friend
equation. applicable and (since your friend
create problems needs to be
Essential in situations, then quarantined after
Questions (EQ) find solutions to the incident),
 the problem. come up with a
1. How to identify tutorial video on
the values of a, b, how to solve
and c in a quadratic quadratic
equation? equations. The
video should not
2. How to solve be less than 3
quadratic equations minutes but not
by completing more than 20
square? minutes and must
tackle all methods
3. How to solve of solving using
quadratic equations not more than
by quadratic three examples.
formula?

Essential
Understanding Provide
Lesson 3  Performs and  characterize (EU) opportunities for Formative Discriminant Group Work
Quadratic accomplishes s the roots  The learner will student to apply Assessment Foldable - The students will
Formula assigned of a understand the their  Short Quiz - Create a go to their
tasks quadratic discriminant is the understanding of  Drills discriminant respective group
The problem equation part of the the definition of  Exercises foldable in your chat and transform
Disriminant (Compent) using the quadratic formula quadratic function  Long Test Math notebook for the given equations
discriminant underneath the through you to memorize into the form
meaningful tasks and practice 2
 Cooperates . square root Summative ax +bx +c=0,
during symbol: b²-4ac. that will help Assessment applying the then identify the
activities them to cite  Pen and quadratic formula. values a, b, and c.
(Generous)  The discriminant situations in real- Paper When the flaps They will be given
tells us whether life where Test are unfolded, 10 minutes to
there are two concepts of  Summative there are 16 complete the table.
solutions, one quadratic Test squares to write
solution, or no functions are in. On the outside,
solutions. applicable and you’re going to
create problems label the four
in situations, then flaps. One flap
Essential find solutions to contains basic
Questions (EQ) the problem information about
the discriminant.
1. What is the The other three
discriminant of the flaps contain
quadratic formula? examples where
the discriminant is
2. What is the value equal to zero,
 of the discriminant? greater than zero,
and less than
3. How do I describe zero.
the nature of roots
of a quadratic
equation using its
discriminant?

Prepared by:

Ms. Joriel E. Valdes LPT

Math Teacher
 Escuela Catolica de San Sebastian
Pinagbuhatan, Pasig City
ECSS@25: “Missio et Evangelizatio”
Curriculum Map: Mathematics 8
SY 2021-2022

Quarter: First Quarter – Patterns and Algebra

Teacher:Ms. Joriel Edaño Valdes LPT

Content Content Performance Formation Learning Enduring Transfer Goal Assessments Performance Task Activities
Standard(s) Standard(s) Standard(s) Competencies Understanding and
Essential
Questions

Lesson 1 The learner The learner is The learner has The learner Essential Provides Formative Cross Word Recalling
Factoring demonstrates able to the ability to: must be able to: Understanding(EU) opportunities for Assessment - Fill in the squares - Ask the students
Polynomial understanding formulate real-  shows  factors The students will students to  Short Quiz with the correct to group in pairs
of key life problems consistency in completely understand that: apply their  Drills letters to form the and prepare
Factoring concepts of involving performin tasks different  Algebraic understanding of  Exercises words related to atleast 2 drill
Polynomials factors of factors of systematically types of expression is properies and  Long Test special products and exercises,
with a polynomials, polynomials, and competently polynomials considered as solutions of factoring. Use the recalling the law of
Common rational rational (Responsible) (polynomials language of quadratic Summative clues provided as exponents and
Factor algebraic algebraic with common algebra equations Assessment your guide. multiplication
expressions, expressions, monomial especially in through  Pen and Across properties.Each
linear linear factor, analyzing a meaningfu l Paper Down pair may ask
equations and equations and difference of given tasks that will Test another pair to
inequalities in inequalities in two squares, mathematical them to make  Summative answer what they
two variables, two variables, sum and problem. sense of real-life Test have prepared.
systems of systems of difference of situations which This ca be done
linear linear two cubes,  All polynomials apply the the as game or
equations and equations and perfect are algebraic concepts of contes between
inequalities in inequalities in square expressions but quadratic pairs.
two variables two variables trinomials, not all algebraic equations and
and linear and linear and general expressions are solve quadratic Completing the
functions. functions, and trinomials). polynomials. equations table
 solve these formulated from - The students
problems  Mathematical the given need to complete
accurately processes situations. the table by
using a variety reveal useful identifying the
of strategies. patterns. parts of the given
polynomials.

Essential
Lesson 2  Manage time Questions (EQ) Formative Decoding Naming the types
Factoring and personal The students will Assessment - What was the of polynomial
Quadratic resources consider the  Short Quiz request of the - The students
Tinomials efficiently and following questions:  Drills student to his need to name
effectively  Why do we need  Exercises teacher who makes each polynomial if
(Resourceful) to understand the  Long Test every Math Lesson it is monomial,
language of fun and exciting? binomial, trinomial,
algebra? Summative Choose the factored or base on its
Assessment form for each degree and
 How do  Pen and polynomial then number of terms
polynomials differ Paper write the letters
from algebraic Test corresponding to the
expressions?  Summative given number to
Test reveal the message. Question and
 How does Answer (Q&A)
algebra simplify Ask the students
mathematical what is difference
tasks and between
operations? multiplying
polynmials and
factoring?

Prepared by:

Ms. Joriel E. Valdes LPT

Math Teacher
 Escuela Catolica de San Sebastian
Pinagbuhatan, Pasig City
ECSS@25: “Missio et Evangelizatio”
Curriculum Map: Mathematics 7
SY 2021-2022

Quarter: First Quarter – Patterns and Algebra

Teacher:Ms. Joriel Edaño Valdes LPT

Content Content Performance Formation Learning Enduring Transfer Goal Assessments Performance Activities
Standard(s) Standard(s) Standard(s) Competencies Understanding and Task
Essential Questions

Lesson 1 The learner The learner is The learner has The learner Essential Students will Formative MAKE A Show me board/
Real demonstrates able to the ability to:  illustrates well- Understanding(EU) be able to use Assessment DIAGRAM slides on the power
Number understanding of formulate  shows defined sets,  A set is a collection their own  Short Quiz GOAL: Your task point
System key concepts of challenging consistency in subsets, of objects that have learning to:  Drills is to show a - The students will
sets and the real situations performing universal sets, a common  use the  Exercises diagram of the bring out their note
Introduction number system. involving sets tasks null set, characteristics/prop fundamenta  Long Test number of book and ball pen
to Set Theory and real systematically cardinality of erty or that satisfy a l operations students (out of and answer the
numbers and and sets, union common rule. on real Summative 40 in the class) following
solve these in a competently and numbers in Assessment who were questionsbased on
variety of (Responsible) intersection of  A set can be named solving real  Pen and surveyed of their the Venn diagram.
strategies. sets and the using a capital letter life Paper Test favorite subjects
different of two and can be written situational  Summative such as Pen and Paper
sets using either the problems; Test Mathematics, -The students will
roster notation or English and create sets and
the set builder Science. subsets defined by
notation. the given.
ROLE: You are a
 The objects in a set digram preseter
are called members of the class.
or elements and are
denoted by the AUDIENCE: The
symbol∈. target audience is
the whole class
 The cardinality of a and the subject
 set, referring to the teachers.
total number of
elements contained SITUATION:
in a set, classifies a Your survey
set as either infinite, showed some
finite, or null. students favored
2 of 3 subjects,
 certain real life some students
problems can be favored all the 3
solved using the subjects while
concept of the set some class
operations. favored only 1
favorite subject
Essential Questions and a few of
(EQ) them favored
technical
1. How are well- subjects.
defined collections
represented? PRODUCT OR
PERFORMANCE
2. How are : You need to
relationships depicted design a diagram
through grouping? that will be
attractive, clear,
3. What relationship and
exist among set? understandable.

STANDARDS:
Your proposed
design will be
evaluated based
on:
 mechanics or
procedures;
and
 clear
diagram
presentation

Lesson 2  Shows interest  solves Essential  recognize Formative Recitation

Set in learning by problems Understanding(EU) and realize Assessment -The students will
Operations asking involving sets  The union of two that every  Short Quiz explain to the class
questions with the use of sets is the set situatin in  Drills their way of solving
Union of (Critical Venn containing all of the life may be  Exercises operations of sets.
Sets, Thinker) Diagram. elements from both figured  Long Test
Intersection of those sets. The using the
of Two Sets,  Manage time intersection of two fundamenta Summative
and and personal sets is the set l operations Assessment
Difference of resources containing elements to attain  Pen and
Two Sets efficiently and which are in both of peace and Paper Test
effectively those sets. The happiness  Summative
(Resourceful) difference between in real Test
two sets is the set of sense and;
values in one but
not the other.
 You can illustrate
the set operation
through Venn
Diagram.

Essential Questions
(EQ)

1. What are the set

operations?

2. How can you

illustrate the set
operations?

Lesson 3  Performs and  represents the Essential  come with Formative Crack the Code Find the additive
Integers accomplishes absolute value Understanding(EU) soltions to Assessment - Crack the code inverse
assigned tasks of a number various  Short Quiz by finding the - The students are
problem on a number  The absolute value problems at  Drills absolute of the going to find the
Absolute (Compent) line as the of a number is its varied  Exercises following opposite of a given
Value of a distance of a distance from zero. circumstan numbers so that number on the
 Long Test
Number number from ces. you will know the power point slides
0.  You write the bible verse that presented.
Summative
absolute value of a can help you to
Assessment
number by using 2 remove negativity
 Pen and
vertical bars. in life.
Paper Test
 Summative
Essential Questions Test
(EQ)

1. How do you
interpret absolute
value?
 2. What is the symbol
for absolute value?

Essential
 Demonstrate  performs Understanding(EU) Formative Compose an Question and
Lesson 4 curiosity and fundamental Assessment expression Answer (Q&A)
Operation willingness to operations on  To add integers  Short Quiz - Compose at -The students will
on Integers learn about integers. having the same  Drills least 3 critically think of the
other way to sign, keep the same  Exercises expression from solution to the
Addition of express sign and add the  Long Test a series of world problems.
Integers, spiritual life absolute value of operations. Then
Subtraction (Faithful each number. Summative solve for the
of Integers, Servant) Assessment value of the
Multiplication,  Cooperates  To add integers with  Pen and expression.
and Division during different signs, keep Paper Test
of Integers activities the sign of the  Summative
(Generous) number with the Test
largest absolute
value and subtract
the smallest
absolute value from
the largest.

 Subtract an integer
by adding it’s
opposite.

Essential Questions
(EQ)

1. How do we add and

subtract integers with
the same sign?

2. How do we add and

subtract positive and
negative integers?

Prepared by:

Ms. Joriel E. Valdes LPT

 Math Teacher

Escuela Catolica de San Sebastian

Pinagbuhatan, Pasig City
ECSS@25: “Missio et Evangelizatio”
Curriculum Map: Mathematics 5
SY 2021-2022

Quarter: First Quarter – Numbers and Number Sense

Teacher:Ms. Joriel Edaño Valdes LPT

Content Content Performance Formation Learning Enduring Transfer Goal Assessments Performance Activities
Standard(s) Standard(s) Standard(s) Competencies Understanding Task
and Essential
Questions

Numbers and The learner The learner is able The learner has the The learner: Essential Students will be Formative Divisibility Completing
Number demonstrates to apply divisibility, ability to:  use divisibility Understanding able to use their Assessment Rules Poster the
Sense understanding of order of  shows rules for 2, 5, (EU) own learning to:  Short Quiz - Create your Statements
divisibility, order operations, factors consistency in and 10 to find  A number is  use the  Drills own “Divisibility - The students
Lesson1 of operations, and multiples, and performing tasks the common divisible by divisibility  Exercises Rules Posters” need to
Divisibility factors and the four systematically factors of another number rules for 2, 3,  Long Test that you can complete the
Rules: multiples, and the fundamental and competently numbers when you divide 4, 5, 6, 7, 8, use as anchor statement
four fundamental operations (Responsible)  use divisibility the given 9, 10, 11, and Summative charts in your given to the
2, 3, 5, 6, 9, operations involving fractions rules for 3, 6, number by the 12 to find Assessment study stations power point
and 10 involving in mathematical and 9 to find other number common  Pen and at home. slides
fractions. problems and real- common factors. and the quotient factors Paper Test presented.
life situations. leaves a 0  Summative They need to
remainder. Test use their
critical thinking
 Divisibility tests skills for them
can be used to to complete
find factors of the given
large whole statement.
numbers
quickly.
Divisibility rules
look at the
 different digits in
a given number.
Depending on
the digits or
combination of
digits, you can
determine if a
number is
divisible by let’s
say 2, 3, or 5.
This can help us
to identify the
factors of a
number.

Lesson 2  Manage time and  uses divisibility Essential Number Chart Word Problem
Divisibility personal rules for 4, 8, 12, Questions (EQ) Formative -Make a - The students
Rules: resources and 11 to find Assessment “Number Chart” will anayze the
efficiently and common factors. 1. How do you  Short Quiz from given routine
4, 7, 8, 11 and effectively know that a  Drills 1 – 100, tell if a problems
12 (Resourceful) number is  Exercises number is involving
divisible by  Long Test divisible by 4, divisibility
another 7, 8, 11 and 12 rules and
number? Summative by coloring it answer the
Assessment base on its following
2. How to solve  Pen and given color. question.
non-routine Paper Test Divisible by 4 –
problems  Summative Blue
involving Test Divisible by 7 –
factors, Green
multiples and Divisible by 8 –
divisibility? Yellow
Divisible by 11
– Violet
Divisible by 12
– Red.

Lesson 3  Performs and  solves routine Essential  Solves Graphic Problem

Routine accomplishes and non-routine Understanding routine Formative Organizer Solving
Problems assigned tasks problems (EU) problems Assessment - Look for one - The students
problem involving factors,  Routine involving  Short Quiz
routine and one will anayze the
(Compent) multiples, and problems are divisibility non-routine given non-
 Drills
divisibility rules the common rules of 2, 3, problems and routine
 Exercises below each problems
for and usual 4, 5, 6, 8, 9,
problems and 10, 11, and  Long Test problem, create involving
2,3,4,5,6,8,9,10,
 11, and 12. involves at least 12. a graphic divisibility
one of the four organizer that rules and
arithmetic Summative will show how answer the
operations and/ Assessment you solve the following
or ratio to solve  Pen and routine and question.
that are Paper Test non-routine
practical in  Summative problems using
nature. Test the steps on
how to solve
Lesson 4  Demonstrate  Flexible  Solves non- routine and
Non-Routine curiosity and methods of routine non-routine
Problems willingness to computation problems problems
learn about other involve grouping involving involving
way to express numbers in divisibility factors,
spiritual life strategic way. rules of 2, 3, multiples, and
(Faithful 4, 5, 6, 8, 9, divisibility rules
Servant)  A non-routine 10, 11, and for 2, 3, 4, 5, 6,
problem is any 12. 8,9,10, 11, and
complex 12.
problem that
requires some
degree of
creativity or
originality to
solve.

 Non-routine
problems
typically do not
have an
immediately
apparent
strategy for
solving them.
Often times,
these problems
can be solved in
multiple ways.

Essential
Questions (EQ)

1. What is a
routine
problems?
 2. How to solve
routine
problems
involving
factors,
multiples and
divisibility?

3. What is a non-
routine
problems?
4. How to solve
non-routine
problems
involving
factors,
multiples and
divisibility?

Prepared by:

Ms. Joriel E. Valdes LPT

Math Teacher