MATATAG

CURRICULUM
MATHEMATICS
 COMPARISON
K-12 MATATAG
— Math is a one subject that — Is a poweful means of
pervades life at any age and identification, description,
any circumstances. Thus it's and application of patterns
values goes beyond the and relations; generalization
classroom and school. and communication.
 COMPARISON
K-12 MATATAG
- twin goal: critical and — Learners need to develop
problem-solving. sound mathematical
knowledge skills, and
understanding for making
informed decisions.
 COMPARISON
K-12 MATATAG
— achieved with an organized — serves as a ideal training
and rigorous curriculum
content, well-defined set of ground fostering the
high-level skills and processes, problem-solving ability
desirable values and attitudes learners.
and appropriate tools.
 COMPARISON
K-12 MATATAG
5 Content Areas as adopted by 3 Content Domain
MATHTED and SEI (2010)
— Number and Algebra
1. Number and Number Sense
— Numbers, properties and
operation.
 COMPARISON
K-12 MATATAG
5 Content Areas as adopted by
MATHTED and SEI (2010)
— Geometry and Measurement
2. Measurement
— use numbers and measures to
describe and understand and compare.
 COMPARISON
K-12 MATATAG
5 Content Areas as adopted by
MATHTED and SEI (2010)
— Data and Probability
3. Geometry
— figures and their relationships
 COMPARISON
K-12 MATATAG
5 Content Areas as adopted by
MATHTED and SEI (2010)

4. Patterns and Algebra

— patterns, relationships and
changes among shapes and
quantities
 COMPARISON
K-12 MATATAG
5 Content Areas as adopted by
MATHTED and SEI (2010)

5. Statistics and Probability

— collecting and organizing data
using charts, tables and graphs.
THEORITICAL AND PHILOSOPHICAL BASE

— Mathematics is a diverse discipline,

with its universal applicability. It finds
wide spread use in various fields of
endeavors especially real-world
problems.
THEORITICAL AND PHILOSOPHICAL BASE

* Piaget's Theory of Cognitive Development (1977)

— states that knowledge is constructed.
— the instrument of instruction includes structures
that themselves are products of continued
construction.
THEORITICAL AND PHILOSOPHICAL BASE

* Bruner's Conceptual Learning (1966)

— Begins from active engagement or
experiences with concrete task, moves
to perceptional imgaes and then to
abstract representation.
THEORITICAL AND PHILOSOPHICAL BASE

* Vygotsky's Zone of Proximal Development (1978)

— states that individual cannot develop without
interacting with environment as emphasized in his
zone of proximal development.
THEORITICAL AND PHILOSOPHICAL BASE

* Glasersfeld Theory (1987)

— claims that knowledge is not passively received but
actively built up by the cognizing individual and thus,
knowledge is the result of self-organized cognitive
process.
 CURRICULUM FRAMEWORK
The framework designed for the revised
Mathematics Curriculum for Grades 1-10 guides
teachers in their preparation of mathematically rich
lessons and helps them in working the main
curriculum goal.
THEORITICAL AND PHILOSOPHICAL BASE

The
Revised Curriculum
Grades Framework
1-10
THE THREE FACILITATING FACETS

Content
Skills
Disposition
 THE THREE FACILITATING FACETS

* Content
— To become mathematically proficient and
critical problem solvers, learners need to be
equipped with strong mathematical knowledge
and understanding.
 THE THREE FACILITATING FACETS

* Skills
— as a proficient problem solvers, learners need to
posses arrange of mathematical skills such as
enhance the ability to analyze and evaluate
mathematical situations and obtain solutions to real-
world problems.
 THE THREE FACILITATING FACETS

* Disposition
— is close related to "attitude" and "value". Values are the
the "guiding principles that underpin what people believe to
be important when making decisions in a private and publich
life.....attitudes are unpinned by values and beliefs and have
an influence on behavior.
 THE SUPPORTING COMPONENTS

* Pedagogy
— concerned with the methods used to deliver a
curriculum. The quality of the various learning
experiences employed to engaged and instruct
learners.
THE SUPPORTING COMPONENTS

* Assessment
— Complements the pedagogical
approaches and is vital aspect of
curriculum implementation in
mathematics.
 THE SUPPORTING COMPONENTS

* Resources
— Needs to be supported with a variety of
teaching resources. Electornics and printed
resources needs to be clearly selected and
judiciously used.
1. "Big Ideas in Mathematics"
Definition: Central concepts
that connect various
mathematical understandings.
Purpose: Provides coherence in
learning mathematics.
12 Big Ideas:
1. Numbers – Quantifies real-world objects.
2. Measures
objects. – Quantifies attributes of
3. Shapes, Space, and
to represent objects. Graphs – Uses visuals
4. Patterns, Relations, and
relationships between sets. Functions – Shows
5. Data – Collects
information. and processes meaningful
6. Chance – Uses
event likelihood. probability to describe
7. Representations & Communications
Expresses math concepts precisely. –
8. Relationships
concepts. – Connects mathematical
9.Applies
Operations & Transformations –
operations to solve problems.
10. Properties & Applications
applies object attributes. – Defines and
11. Equivalence – Represents math concepts
in different forms.
12. Reasoning
logic in math. & Proof – Establishes truth and
2. " Developmental Sequence of Concepts"
Key Features:
Topics are revisited over time.
Concepts increase in complexity.
New learning builds on prior knowledge.
Student competency grows progressively.
.
Example:
“addition”A young
as child
counting understands
forward, then
later as an
eventually arithmetic
as an operation,
abstract and
algebraic
concept.
3. Vertical & Horizontal Articulation
Vertical Articulation: Ensures logical
of math learning across grade levels. sequence
Horizontal
concepts Articulation:
into other Integrates
subjects (e.g., math
science,
finance, technology).
4. Development of 21st-Century Skills
Mathematics enhances:
Critical thinking & problem-solving
analysis, modeling, and reasoning. through data
Communication skills
justifying reasoning. by explaining solutions and
Technology & Media skills
visualization and digital tools.through data
Life and career
financial literacy.skills such as decision-making and
5. STEM,
Relevance Financial Literacy & Social
Mathematics
through supports
problem-solving STEM
and education
engineering
design processes.
Financial
curriculum literacy
to is
teach integrated
budgeting, into the
saving, and
investing.
Mathematical
issues like modeling
disaster risk addresses
management societal
and
sustainable development.
6. Pedagogy, Assessment & Resources
Pedagogy
learning, Approaches:
guided Inquiry-based
discovery, CRA
method, and mastery learning.
Assessment Methods:
problem-solving tasks, Portfolios,
presentations,
and exams.
Use of Technology:
calculators, Software,
assistive tools for diverse
learners.
7. The Role of Language in Mathematics
Mathematics has its own specialized
symbols, formulas, and representations). language (e.g.,
English is recommended for mathematical
multilingual classrooms for consistency. terms in
Language progression in learning:
Early
sides.”stage: “A square is a shape with four equal
Later stage: “A quadrilateral
and four equal sides.” with four equal angles
 FINANCIAL LITERACY

Financial literacy is “the ability to use knowledge

and skills to manage one’s financial resources
effectively for lifetime financial security”
(Mandell, 2009).
 FINANCIAL EDUCATION POLICY
(DO 22, S. 2021)
According to DepEd Order 22 series of 2021, this policy aims to
develop learners' financial knowledge and capability. It
emphasizes the integration of financial concepts across
different subjects at various levels. In Mathematics, learners
focus on recognizing and understanding the value of money and
applying these concepts to solve problems related to saving,
investing, budgeting, and spending.
 TEACHING STRATEGIES

In a Mathematics classroom, two types of knowledge come

into play:
1. Mathematical knowledge gained from everyday
experiences.
2. Mathematical knowledge outlined in the curriculum.
Guided Discovery Learning – Allowing learners to explore
concepts with the teacher’s guidance.
Inquiry-Based Learning – Encouraging learners to ask
questions and conduct research.
Reflective Learning – Helping learners analyze their own
learning processes.
Experiential Learning – Learning through hands-on
experiences.
Concrete-Representational-Abstract (CRA) Approach – Using
physical objects before transitioning to abstract concepts.
 ASSESSMENT

Assessment plays a key role in Mathematics

education as it helps shape learners' thinking and
focuses on growth rather than just performance
(Boaler, Dance & Woodbury, 2018).
TWO MAIN TYPES OF ASSESSMENT:

1. Formative Assessment – Used to guide

instruction and track learners' progress.
2. Summative Assessment – Measures overall
learning at the end of a learning period.
TEACHING AND LEARNING RESOURCES

Technology plays a significant role in making Mathematics

education more effective and inclusive. This includes:
Instructional tools – Calculators, visual aids, and software
applications.
Physical materials – Manipulatives for younger learners.
Assistive devices – Tools for learners with special needs.
 TEACHING AND LEARNING RESOURCES

According to the TIMSS 2019 report, home resources

significantly impact Mathematics achievement. Students
perform better when they have access to:
Internet
Books
A private study space
Parents with a higher level of education
KEY DIFFERENCES
BETWEEN THE OLD
AND MATATAG
CURRICULUM
 MEDIUM OF INSTRUCTION IN
MATHEMATICS
Old Curriculum MATATAG
• Primarily english. • Language that students
can understand.
 MOTHER TONGUE AS A SUBJECT

Old Curriculum MATATAG

• Separate subject (K-3) • Removed as a separate
subject but used as a
medium of instruction
 MATHEMATICAL COMMUNICATION

Old Curriculum MATATAG

• Focused on computations and • Emphasizes reasoning,
procedures
discussion, and problem-
solving
 INTEGRATION OF LANGUAGE IN
LEARNING

Old Curriculum MATATAG

• Limited • Stronger integration to
support comprehension
KEY STAGES OF
CURRICULUM &
STANDARD
KEY STAGE 1 CURRICULUM
✓ Key Stage 1 Curriculum
- KS 1 of Mathematics
curriculum focuses on Grades 1
to 3 learners.
KEY STAGE 1 CURRICULUM
✓ The curriculum addresses the
development of early numeracy by
focusing on the learners'
understanding of 1-4 digit numbers,
measures, basic shapes, and simple
data.
KEY STAGE 1 CURRICULUM
✓ Learning experiences include basic
mathematical explorations of these
objects and operations that will
engage learners in a variety of
thinking processes in purely
mathematical contexts.
THE LEARNING STANDARDS OF THE KEY STAGE 1 CURRICULUM
MATHEMATICS AIM TO ENSURE THAT LEARNERS:

• accurately understand and apply

concepts, operations, procedures,
and relationships in solving routine
and non-routine problem related to
their day-to-day lives.
THE LEARNING STANDARDS OF THE KEY STAGE 1 CURRICULUM
MATHEMATICS AIM TO ENSURE THAT LEARNERS:

• acquire high-level skills and fluency

in the procedures and processes of
mathematics through varied
frequent practice and meaningful
learning experiences.
THE LEARNING STANDARDS OF THE KEY STAGE 1 CURRICULUM
MATHEMATICS AIM TO ENSURE THAT LEARNERS:

• acquire problem-solving and critical

thinking skills through purely
mathematical problems.
• develop appreciation, curiosity, interest,
creativity, and desire values, attitudes
and dispositions in mathematics.
KEY STAGE 1 STANDARDS
At the end of Grade 3, the learner
demonstrate knowledge, skills, and
understanding in relation to the curriculum
content domain: Number and Algebra;
Measurements and Geometry; Data and
Probability. (Basic Concepts)
KEY STAGE 2 CURRICULUM
Key Stage 2 Curriculum
✓ KS 2 of the Mathematics
curriculum focuses on Grades 4
to 6 learners.
KEY STAGE 2 CURRICULUM

✓ The curriculum extends

numbers, algebra, measures,
geometry, data and probability.
THE LEARNING STANDARDS OF KS 2 MATHEMATICAL
CURRICULUM AIM TO ENSURE THAT LEARNERS:

• use efficient mental and

written mathematical concepts,
procedures, relationships, and
tools to solve routine and non-
routine real world problems.
THE LEARNING STANDARDS OF KS 2 MATHEMATICAL
CURRICULUM AIM TO ENSURE THAT LEARNERS:

• reason and communicate using

precise mathematical language
to discuss ideas, investigate
problems, and justify solution.
THE LEARNING STANDARDS OF KS 2 MATHEMATICAL
CURRICULUM AIM TO ENSURE THAT LEARNERS:

• exhibit willingness and

confidence to explore
alternative solutions, and to
take risks necessary to solve
real-world problems.
THE LEARNING STANDARDS OF KS 2 MATHEMATICAL
CURRICULUM AIM TO ENSURE THAT LEARNERS:

• acquire problem-solving and critical thinking

skills through purely mathematical problems;
and
• enhance appreciation, curiosity, interest,
creativity, and other desirable values, attitudes
and dispositions in mathematics.
KEY STAGE 2 STANDARDS
✓ At the end of Grade 6, the learner
demonstrates knowledge, skills, and understanding
in relation to the curriculum content domain
Number and Algebra (using GEMDAS);
Measurement and Geometry; Data and Probability.
This knowledge, skills, and understanding is applied
with the use of technology.
 CURRICULUM
ORGANIZATIONS
Curriculum Organizations
✓ It is proposed that the
curriculum organizers described
in next page are used together
to form the curriculum
description in the Grades 1-10
Mathematics Curriculum Guide.
The definition (in italics) within this section are drawn
from DepEd Order No. 8, s. 2015 and DepEd Order No.
21, s. 2019

1. Standard
2. Key Stage
3. Key Stage Standard
4. Grade Level Standard
5. Content Domain
6. Content Standards
7. Learning Competency
8. Performance Standard
EXAMPLE OF CURRICULUM ORGANIZATION
QUESTION TIME
GROUP 1 : GEN 2C

ARCEGA
BIONG
GRANADA
TARRAGO