TEACHING MATHEMATICS

THE NATURE, STRUCTURE AND CONTENT

OF K-12 MATHEMATICS CURRICULUM

PREPARED BY: MA. VANISSA C. ABARICO

 INTRODUCTION
The k to 12 Filipino graduates are envision
to:
• Possess sufficient mastery of basic competencies (e.g., literacy,
numeracy, problem solving, etc.) to develop themselves to the
fullest.
• Be emotionally developed and competent to live a meaningful life;
• Be socially aware, pro-active, and involved in public and civic
affairs and contribute to the development of a progressive and
humane society;
• Be adequately prepared for the world of work o entrepreneur or
higher education;
• Be legally employable; and
• Be globally competitive
NATURE OF MATHEMATICS
Mathematics is a core subject of basic education that
encompasses life at any stage. Its importance goes
beyond the lesson and the school. It provides
learners with the answers to many questions about
the world they live in. it plays a vital role in many
fields including natural science, social science,
engineering finance, and many more. Its applicable
to these fields makes use of new mathematics
innovations in which new discipline are developed.
• The k to 12 Mathematics Basic Education Curriculum provides
learners with essential knowledge and mathematical skills in
Numbers and Numbers Sense, Geometry, Patterns and Algebra,
Measurement, and Statistic Probability.

• The specific skills and processes to be developed are: Knowing

and understanding; estimating, computing and solving;
visualizing and modelling; representing and communicating;
conjecturing, reasoning , proving, and decision making; and
applying and connecting.

• It encourages teachers to help learners become confident and

self motivated, through the application of underlying learning
principle and theories, namely: experiential and situated
learning, reflective learning, constructivism, cooperative
learning, and discovery and inquiry-based learning.
 CONTENT OF MATHEMATICS CURRICULUM

• The mathematics curriculum consists the grade level delineation of

what we expect from the learners by the end of the year. Its structure
shows the alignment of content, learning standards and learning
competencies.
• The learning standard are classifies into two: Content and
Performance
Content Standards specify the essential knowledge, skills, and attitude
while Performance Standards are statements that describe what the
leaders should know and be able to do in order to demonstrate the
intended outcome (competency).
• The mathematics curriculum has been viewed as the guide for
teaching, embodying outlines of knowledge and skills to be taught to
learners by grade level. When teachers understand the entire math
curriculum, then they can be guided in planning math instructional
programs and learning activities for learners.
 Key Stage Standard
K-Grade 3 Grade 4-6 Grade 7-10
At the end of grade 3, the learners… At the end of grade 6, the learners… At the end of grade 6, the learners…

Demonstrates understanding and Demonstrates understanding and Demonstrates understanding and

appreciation o concepts and skills appreciation o concepts and skills appreciation o concepts and skills
involving numbers and number sense involving numbers and number sense involving numbers and number sense
(whole numbers up to 10,000and four (whole numbers, number theory, (sets and real numbers);
fundamental operations including fractions, decimal, ratio and measurement (conversion of units);
money, ordinal numbers up to 100th, proportion, per cent, and integers); patterns and algebra (linear
basic concepts of fractions); measurement (time, speed, perimeter, questions and inequalities in one and
measurement(time, length, mass, circumference and area of plane two variables, linear function,
capacity, area of square and rectangle); figures, volume and surface area of systems of linear equations, and
geometry(2-dimentional and 3- solid/space figures, temperature and inequalities in two variables,
dimention objects lines, symmetry and meter reading); geometry (parallel and exponent and radical, quadratic
tessellation) patterns and perpendicular lines, angles, triangles, equations, inequalities, functions,
algebra(continuous and repeating quadrilaterals, polygons, circles, and polynomials and functions); statistics
patterns and number sentences) solid figures); patterns and algebra and probability (measures of central
statistics and probability(data (continuous and repeating patterns, tendency, variability and position,
collection and representation in tables, number sentences, sequences, and combinatory and probability) as
pictographs and bar graphs and simple equations); statistics and applied using appropriate technology
outcomes) as applied using probability (bar graphs and pie graphs, in critical thinking, problem solving,
appropriate technology in critical simple experiment probability) as reasoning communicating, making
thinking, problem solving, reasoning applied using appropriate technology connections, representations, and
communicating, making connections, in critical thinking, problem solving, decisions in real life.
representations, and decisions in real reasoning communicating, making
life. connections, representations, and
decisions in real life.
 The Mathematics Scope and Sequence
• It can be very important for a teacher to take a look at the scope and sequence of the
curriculum, as it can greatly affect the decision making process for teaching and learning
activities. The scope and sequence provides specific details of the content to be taught in a
particular subject area. One usually finds a list of all the major concepts covered by grading
period/quarter. Below is the scope and sequence of the K to 12 mathematics curriculum.

Grade Level
Quarter G1 G2 G3 G4 G5 G6
Q1 Numbers and Numbers and Numbers and Numbers and Numbers and Numbers and
Number Sense Number Sense Number Sense Number Sense Number Sense Number Sense
Q2 Numbers and Numbers and Numbers and Numbers and Numbers and Numbers and
Number Sense Number Sense Number Sense Number Sense Number Sense Number Sense

Q3 Numbers and Numbers and Numbers and Geometry Numbers and Geometry
Number Sense Number Sense Number Sense Patterns and Number Sense Patterns and
Geometry Geometry Geometry Algebra Geometry Algebra
Patterns and Patterns and Patterns and Measurement Patterns and Measurement
Algebra Algebra Algebra Algebra
Measurement
Q4 Measurement Measurement Measurement Measurement Measurement Measurement
Statistics and Statistics and Statistics and Statistics and Statistics and Statistics and
Probability Probability Probability Probability Probability Probability
 Math Concept: The Spiral Approach
The Mathematics k to 12 curriculum is seamless. This ensures transition between
grade levels and a continuum of competencies through spiral progression where
learning of knowledge, skills, values, and attitudes increases in depth and breadth.
There is also continuity of competencies and standards from elementary to secondary
level through a unified curriculum framework. The unified standards and
competencies ensure integration of what learners learn across grade levels and across
learning areas for a more meaningful learning.
 Example of spiralling of concepts about Number and
Number Sense and Geometry from Kindergarten to
grade 3.
Kindergarten Grade 1 Grade 2 Grade 3
Numbers and Numbers Sense
Demonstrate an Demonstrate an Demonstrate an Demonstrate an
understanding of key understanding of key understanding of key understanding of key
concepts of sets and concepts of concepts of whole concepts of
the relationship numbers. numbers up to 1000. numbers.
between numbers
and quantities up to
20.
Geometry
Begins to identify the Demonstrate an Demonstrate an Demonstrate an
common attributes of understanding of 2- understanding of 2- understanding of 2-
an object and the dimentional and 3- dimentional and 3- dimentional and 3-
common 2- to 3- dimentional shapes. dimentional objects. dimentional shapes.
dimensional objects
in the environment.
 THANK YOU…
END OF REPORT 

Reference Book: PRINCIPLES OF TEACHING 2

By: Erlinda D. Serrano, Ed.D.
Carmelita A. Pilariza, Ed.D.
Jaime B. Bunga, MA.Ed.D.