CURRICULUM MAP/ SYLLABUS IN MATHEMATICS 5

Academic Year 2022-2023

I. Rationale
mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school.
Mathematics as school subject , therefore , must be learned comprehensively and with much depth. Twin goals of mathematics in the basic education
levels, K-10 are critical thinking and problem solving . critical thinking , according to Scriven and Paul(1945) is the intellectually disciple process of actively
and skillfully conceptualizing , applying , analyzing , synthesizing , and or evaluating information gathered from or generated by observation , experience,
reflection, or reasoning or communication, as a guide to belief and action . on the other hand , mathematical problem solving is finding a way around a
difficulty , around an obstacle and finding a solution to a problem that is unknown. These two goals are to be achieve with an organized and rigorous
curriculum content, a well defined set of high level skills and processes, desirable values and attitudes and appropriate tools taking into account the
different contexts of Filipino learners.

II. Key Standards

At the end of grade 5, the learner demonstrate understanding and appreciation of key concepts and skills involving numbers and number
sense( whole numbers up to 10 000 000, order of operations, factors and multiplies , fraction and decimals including money, ratio and proportion and
percent ); geometry(polygons , circles and solid figures ); patterns and algebra ( sequence and number sentence) ; measurement 9 time , circumference ,
area and volume , and temperature) ; and statistics and probability ( tables , line graphs and experimental probability ) as applied - using appropriate
technology in critical thinking , problem solving , reasoning , communicating , making connections and representations and decision in real life.

Month Content Content standard

Performance Learning Instructional Forms of
standard Competencies strategies assessment
June - august 1. Numbers and 1. The learner... The learner… The learner… Pre-assessment Formative and
number sense demonstrate 1. is able to 1.visualize numbers Summative
understanding of recognize and up to 10 000 000 Demonstration Assessment
whole numbers up represent whole with emphasis on
to 10 000 000. numbers up to 10 numbers 100 001 - Brainstorming Quarterly
000 000 in various 10 000 000. Assessment
2. Demonstrate forms and context. 2.reads and writes Observation Notes
understanding of number up to 10 000 Peer Assessment
divisibility, order of 2. Is able to apply 000 in symbols and Problem Solving
operation, factors divisibility, order of in words. Self Assessment
and multiples, and operation, factors 3. Rounds number to Collaborative
the four and multiples, and the nearest Activity Performance-Based
fundamental the four hundredths Assessment
operation involving fundamental thousands and Activity prior
fractions. operations million knowledge
involving fractions 4. Uses divisibility
in mathematical rules for 2 , 5 and 10 Reading and
problems and real- to find the common Writing numerals
life situation. factors of numbers
5. Uses divisibility of Reading and
rules 3,6,9 and to Writing Number
find the common Words
factors.
6. Uses divisibility Build Number
rules for 4,8,12 to Sense by Counting
find common On and Back
factors.
7. Solves routine Build Number
and non routine Sense through
problems involving Estimating
factors , multiples
and divisibility rules Build Number
for Sense by
2,3,4,5,6,7,8,9,10,11, Comparing
and 12. Numbers
8. Creates problems
(with reasonable
answers) involving
factors , multiples
and divisibility rules.
9. Simplifies series of
operation on whole
numbers involving
more that two
operations using
PMDAS or GEMDAS
rule.
10. Finds the
common factors and
the GCF of 2-4
numbers using
continuous division
11. Solve real world
problems involving
GCF and LCM of 2-3
given numbers
12. Adds fractions
and mixed fractions
without and with
regrouping.
13. Subtracts
fractions and mixed
fractions without
and with regrouping.
 14. Solves routine
and non-routine
problems involving
addition and/or
subtraction of
fractions using
appropriate problem
solving strategies
and tools.
15. Visualizes
multiplication of
fractions using
models.

September - Numbers and The learner… The learner…. The learner…. Problem solving Formative and
October number sense 1. Demonstrate 1. Is able to 1. Gives the place Summative
understanding of recognize and value and the value Collaborative Assessment
decimals . represent decimals of a digit of a given activity
2. Demonstarte of in various form of decimal number Quarterly
the understanding contexts. through ten Area model Assessment
of the four 2. Is able to apply thousandths.
fundamental the four 2. Reads and writes Standard algorithm Peer Assessment
operations fundamental decimal numbers
involving decimal operations through ten A visual model Self Assessment
and ratio and involving decimals thousandths. using grids.
proportion. and ratio and 3. Compares and Performance-Based
proportion in arrange decimal Assessment
 mathematical numbers. Journal
problems and real 4. Visualizes addition
life situations. and subtraction of Performance task
decimals .
5. Adds and
subtracts decimal
number through ten
thousands without
and with regrouping.
6. Visualizes
multiplication of
decimal numbers
using pictorial
models.
7. Expresses ratios in
their simpliest
forms.
8. Defines and
describe proportion.
November - Geometry , The learner …… The learner…. The learner…. Formative and
January Patterns of 1. Demonstrate 1. Able to construct 1. Visualizes names Hands on activities Summative
Algebra, and understanding of and describe and describe Assessment
measurement polygons , circles , polygons , circles, polygons with 5 or Visual aids
and solid figures. and solid figures. more sides. Quarterly
2. Demonstrates 2. Is able to apply 2. Describe and Problem solving Assessment
understanding of the knowledge of compares properties
the sequence and sequence in various of polygons (regular Graphic organizers Peer Assessment
solving simple situations. or irregular
equations. 3. Is able to use polygons) Real world Self Assessment
3. Demonstrate different problem 3. Visualizes examples
understanding of solving strategies. congruent polygons Performance-Based
time and 4. Is able to apply 4. Visualizes and Inquiry based Assessment
circumference. knowledge of time describe a circle. learning Journal
and circumference 5. Identifies the
in mathematical terms related to Performance task
problem and real circle.
life situations 6. Make models of
different solid
figures ; cube, prism,
pyramid, cylinder,
cone, and sphere
using plane figures.
7. Measure time
using a 12- hour and
a 24 hour clock.
8. Solve problems
involving time
9. Visualizes
circumference of the
circle.
10. Measures
circumference of the
circle using
appropriate tools.
11. Finds the
circumference of the
circle.
12. Solve routine
problems involving
circumference of the
 circle.

Febuary- March Measurement and The learner.. The learner… The learner…. Hands on activities Formative and
Statistics and 1. Demonstrate 1. is able to apply 1. Visualizes area of Summative
probability understanding of knowledge of area , circle . Real world Assessment
area , volume and volume and 2. Derives a formula applications
temperature. temperature in in finding the area Quarterly
2. Demonstrate mathematical of a circle. Visual aids Assessment
understanding of problems and real 3. Finds the area of a
line graphs and life situations. given circle Inquiry based Peer Assessment
experimental 2. Is able to create 4. Creates problems learning
probability. and interpret (with reasonable Self Assessment
representations of answers) involving Collaborative
data( table and line volume of cube a activities Performance-Based
graphs) and apply cube and Assessment
experimental rectangular prism in Cooperative
probability in real life situations. learning Journal
mathematical 5. Collects data on
problems and real one to two variables Gamification Performance task
life situations. using any source.
6. Solves routine and Demonstration Portfolio
non routine
problems using data Graphs
presented in a line
graph.
7. Performs an
experimental
probability and
records results by
listing
 8. Creates routine
and non routine
problems involving
experimental
probability.

III. Instructional Resources

a. Library Facilities
b. Learning Resources / Web Resources
c. Video Clips
d. Textbooks

Members:
Julius Tapalla
Anna May Duga
Niel Anthony Basquinas
Kathleen Salufrania
Danica Aprilen Cananea
BEED II-C