Professional Documents
Culture Documents
IB
Strand
Conceptual
Understanding
/ Content
Standard
Number
Numbers are a naming
system.
Numbers can be used in many
ways for different purposes in
the real world.
Numbers are connected to
each other through a variety
of relationships
Making connections between
our experiences with number
can help us to develop
number sense.
The base 10 place value
system is used to represent
numbers and number
relationships.
Fractions are ways of
representing whole- part
relationships.
The operations of addition,
subtraction, multiplication
and division are related to
each other and are used to
process information to solve
problems.
Number operations can be
modelled in a variety of ways.
There are many mental
methods that can be applied
for exact and approximate
Dep Ed
DIS
computations.
Learning
Outcomes
Number
Connect number names and
numerals to the quantities
they represent
Count to determine the
number of objects in a set
Use number words and
numerals to represent
quantities in real-life
situations
Use the language of
mathematics to compare
quantities in real-life
situations, for example, more,
less, first, second
Subitize in real-life situations
Use simple fraction names in
real-life situations
Counting
Count forward and backward
from memory up to 10
Recognize and identify
numeral
0 to 10
Read and write numeral 0 to
10
Match numerals to a set of
concrete objects from 0 to 10
Identify the number that
comes before, after or inbetween
Arrange three numbers from
least to greatest/ greatest to
least
Count and tell how many
objects there are in a given
set
Compare two groups of
objects to decide which is
more or less, or if they are
equal
Identify sets with one more or
one less element
Tell the number of days in a
week
Identify ordinal positions
through 10th
Strand
Conceptual
Understanding
/ Content
Standard
Characteristics of objects
and/or pictures can be
sensibly organized by
grouping or sequencing.
order.
Check the answer to a
subtraction by adding the
answer to the smaller
number in the question.
Describe and continue
patterns such as count on
and back in tens, e.g. 50,
40, 30.
Identify simple
relationships between
numbers and shapes, e.g.
this number is ten bigger
than that
Geometry
Learning
Outcomes
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
of their immediate
environment (inside, outside,
above, below) and their
position (next to, behind, in
front of, up, down)
Measurement
Measurement involves
comparing objects and
events.
Objects have attributes that
can be measured using nonstandard units.
Events can be ordered and
sequenced.
Measurement
Measure
Time
Begin to understand and use
some units of time, e.g.
situations
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Strand
Conceptual
Data Handling
We collect information to
make sense of the world
around us.
Organizing objects and events
helps us to solve problems.
Events in daily life involve
chance.
Represent information
through pictographs and tally
marks sort and label real
objects by attributes.
Create pictographs and tally
marks
Create living graphs using
real objects and people
Describe real objects and
events by attributes
Handling Data
Understanding
/ Content
Standard
Learning
Outcomes
in everyday situations.
Patterns repeat and grow.
Describe patterns in various
ways, for example, using
words, drawings, symbols,
materials, actions, numbers
Extend and create patterns
Math Grade 1
IB
Strand
Conceptual
Understanding
/ Content
Standard
Number
Numbers are a naming
system.
Numbers can be used in many
ways for different purposes in
the real world.
Numbers are connected to
each other through a variety
of relationships
Making connections between
our experiences with number
can help us to develop
number sense.
The base 10 place value
system is used to represent
numbers and number
relationships.
Fractions are ways of
representing whole- part
Dep Ed
DIS
Learning
Outcomes
relationships.
The operations of addition,
subtraction, multiplication
and division are related to
each other and are used to
process information to solve
problems.
Number operations can be
modelled in a variety of ways.
There are many mental
methods that can be applied
for exact and approximate
computations.
Number
Read and write whole
numbers up to hundreds or
beyond
Read, write, compare and
order cardinal and ordinal
numbers
Use whole numbers up to
hundreds or beyond in reallife situations
Use cardinal and ordinal
numbers in real-life situations
Use fractions in real-life
situations
Counting
Visualize and represent
numbers from 0 to 100 using
a variety of materials
Count the number of objects
in a given set by ones and
tens
Identify the number that is
one more or one less from a
given number
Compose and decompose a
given number
Regroup sets of ones into sets
of tens into hundreds using
objects
Visualize, represent and
compare two sets using the
expressions less than,
more than, and as many
as.
Visualize, represent and order
sets from least to greatest
and vice versa
Visualize and count by 2s, 5s,
10s, through 100
subtraction sentences.
Understand difference as how
many more to make?
Add/subtract a single-digit
number by counting on/back.
Find two more or less than a
number to 20, recording the
jumps on a number line.
Relate counting on and back
in tens to finding 10 more/less
than a number (< 50).
Begin to use the +, and =
signs to record calculations in
number sentences.
Understand that changing the
order of addition does not
change the total.
Add a pair of numbers by
putting the larger number first
and counting on.
Recognise the use of a sign
such as to represent an
unknown, e.g. 6 + = 10.
Begin to add single- and twodigit numbers.
Strand
Geometry
Conceptual
Understanding
/ Content
Standard
Demonstrate understanding
of 2D and 3D figures
or by using a different
strategy, e.g. 35 + 19 by
adding 20 to 35 and
subtracting 1, and by adding
30 + 10 and 5 + 9.
Check a subtraction by adding
the answer to the smaller
number in the original
subtraction.
Describe and continue
patterns which count on in
twos, threes, fours or fives to
30 or more.
Identify simple relationships
between numbers and
shapes, e.g. this number is
double...; these shapes all
have ... sides.
Make a sensible estimate for
the answer to a calculation.
Consider whether an answer
is reasonable.
Geometry
Learning
Outcomes
Strand
Measurement
Geometry
Identify, name and describe
the four basic shapes (square,
rectangle, triangle and circle)
in 2D (flat/plane) 3D (solid)
objects
Compare and classify 2D
(flat/plane) and 3D (solid)
figures according to common
attributes
Draw the four basic shapes
Construct three dimensional
objects (solid) using
manipulative materials
Measurement
Measure
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Measurement involves
comparing objects and
events.
Objects have attributes that
can be measured using nonstandard units.
Events can be ordered and
sequenced.
Estimate and measure objects
using non-standard and
standard units of
measurement: length, mass,
capacity, money and
temperature
Use standard units of
measurement to solve
problems in real-life situations
involving length, mass,
capacity, money and
temperature
Demonstrate understanding
of time and non-standard
units of length, mass and
capacity
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Data Handling
Information can be expressed
as organized and structured
data.
Objects and events can be
organized in different ways.
Some events in daily life are
more likely to happen than
others.
Handling Data
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
answering questions
Create a pictograph and
sample bar graph of real
objects and interpret data by
comparing quantities (for
example, more, fewer, less
than, greater than)
Use tree, Venn and Carroll
diagrams to explore
relationships between data
Identify and describe chance
in daily events (impossible,
less likely, maybe, most likely,
certain)
Pattern and function
Whole numbers exhibit
patterns and relationships
that can be observed and
described.
Patterns can be represented
using numbers and other
symbols.
Represent patterns in a
variety of ways, for example,
using words, drawings,
symbols, materials, actions,
numbers
Describe number patterns, for
example, odd and even
numbers, skip counting
Extend and create patterns in
numbers, for example, odd
and even numbers, skip
counting
Use number patterns to
represent and understand
real-life situations
Use the properties and
relationships of addition and
Represent patterns in a
variety of ways, for example,
using words, drawings,
symbols, materials, actions,
numbers
Describe number patterns, for
example, odd and even
numbers, skip counting
Extend and create patterns in
numbers, for example, odd
and even numbers, skip
counting
Use number patterns to
represent and understand
real-life situations
Use the properties and
relationships of addition and
Math Grade 2
IB
Strand
Conceptual
Understanding
/ Content
Standard
Number
Numbers are a naming
system.
Numbers can be used in many
ways for different purposes in
the real world.
Numbers are connected to
each other through a variety
of relationships
Making connections between
our experiences with number
can help us to develop
number sense.
The base 10 place value
system is used to represent
numbers and number
relationships.
Fractions are ways of
representing whole- part
relationships.
The operations of addition,
subtraction, multiplication
and division are related to
each other and are used to
process information to solve
problems.
Number operations can be
Dep Ed
DIS
Learning
Outcomes
Number
Read and write whole
numbers up to hundreds or
beyond
Read, write, compare and
order cardinal and ordinal
numbers
Use whole numbers up to
hundreds or beyond in reallife situations
Use cardinal and ordinal
numbers in real-life situations
Use fractions in real-life
situations
fractions to division.
Find halves, thirds, quarters
and tenths of shapes and
numbers (whole number
answers)
Mental strategies
Know addition and subtraction
facts for all numbers to 20.
Know the following addition
and subtraction facts:
multiples of 100 with a
total of 1000
multiples of 5 with a
total of 100
Know multiplication/division
facts for 2, 3, 5, and 10
tables.
Begin to know 4 table.
Recognize two- and threedigit multiples of 2, 5 and 10.
Work out quickly the doubles
of numbers 1 to 20 and derive
the related halves.
Work out quickly the doubles
of multiples of 5 (< 100) and
derive the related halves.
Work out quickly the doubles
of multiples of 50 to 500.
groups of equal
quantities
o arrays
o counting by multiples
o equal jumps on the
number line
Write a related equation for
each type of multiplication:
repeated addition, array,
counting by multiples, and
equal jumps on the number
line
Illustrate the property of
multiplication that zero
multiplied by any number is
zero
Illustrate the commutative
property of multiplication
Visualize multiplication of
numbers 1 to 10 by 2,3,4,5
and 10
Visualize and represent
division as equal sharing,
repeated subtraction, equal
jumps on the number line and
using formation of equal
groups of objects
Create and write a related
equation for each type of
situation: equal sharing,
repeated subtraction, equal
jumps on the number line,
and formation of equal groups
of objects
Visualize division of numbers
up to 100 by 2,3,4,5, and 10
(multiplication table of 2, 3, 4,
5 and 10)
Divide mentally numbers by
o
Problem Solving
Choose appropriate mental
strategies to carry out
calculations.
Begin to understand everyday
systems of measurement in
length, weight, capacity and
time and use these to make
measurements as
appropriate.
Make sense of and solve word
problems, single (all four
operations) and two-step
(addition and subtraction),
and begin to represent them,
e.g. with drawings or on a
number line.
Check the results of adding
two numbers using
subtraction, and several
numbers by adding in a
different order.
Check subtraction by adding
the answer to the smaller
number in the original
calculation.
Check multiplication by
reversing the order, e.g.
checking that 6 4 = 24 by
doing 4 6.
Check a division using
multiplication, e.g. check 12
4 = 3 by doing 4 3.
Recognise the relationships
between different 2D shapes.
Identify the differences and
similarities between different
3D shapes.
Estimate and approximate
when calculating, and check
working.
Make a sensible estimate for
the answer to a calculation,
e.g. using rounding.
Consider whether an answer
is reasonable.
Make up a number story to go
with a calculation, including in
the context of money.
Explain a choice of calculation
strategy and show how the
answer was worked out.
Explore and solve number
problems and puzzles, e.g.
logic problems.
Use ordered lists and tables to
help to solve problems
systematically.
Describe and continue
patterns which count on or
back in steps of 2, 3, 4, 5, 10,
or 100.
Identify simple relationships
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Geometry
Demonstrate understanding
of straight and curved lines,
flat and curved surfaces,
basic shapes, symmetry in a
line and tessellations using
triangles and squares
Geometry
Visualize, identify, classify and
describe half circles and
quarter circles
Construct squares, rectangles,
triangles, circles, half-circles
and quarter circles using cutouts and square grids
Identify shapes/figures that
shapes
Recognize and explain simple
symmetrical designs in the
environment
Apply knowledge of symmetry
to problem-solving situations
Create and describe
symmetrical and tessellating
patterns
Identify lines of reflective
symmetry
Represent ideas about the
real world using geometric
vocabulary and symbols, for
example, through oral
description, drawing,
modelling, labelling
needed.
Strand
Measurement
Measurement
Conceptual
Understanding
/ Content
Standard
Measurement involves
comparing objects and
events.
Objects have attributes that
can be measured using nonstandard units.
Events can be ordered and
sequenced.
Demonstrate understanding
of time, standard measures of
length, mass and capacity
and area using square-tile
units
Learning
Outcomes
Measure
record measurements.
Know the relationship
between kilometres and
metres, metres and
centimetres, kilograms and
grams, litres and millilitres.
Read to the nearest division
or half division, use scales
that are numbered or partially
numbered.
Use a ruler to draw and
measure lines to the nearest
centimetre.
Solve word problems involving
measures.
Time
Suggest and use suitable
units to measure time and
know the relationships
between them (second,
minute, hour, day, week,
month, year).
Read the time on analogue
and digital clocks, to the
nearest 5 minutes on an
analogue clock and to the
nearest minute on a digital
clock.
Begin to calculate simple time
intervals in hours and
minutes.
Read a calendar and calculate
time intervals in weeks or
days.
Money
Use addition and subtraction
facts with a total of 100 to
find change.
Consolidate using money
notation.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Data Handling
Information can be expressed
as organized and structured
data.
Objects and events can be
organized in different ways.
Some events in daily life are
more likely to happen than
others.
Collect and represent data in
different types of graphs, for
example, tally marks, bar
graphs
Represent the relationship
between objects in sets using
tree, Venn and Carroll
diagrams
Express the chance of an
event happening using words
or phrases (impossible, less
likely, maybe, most likely,
certain)
Represent information
through pictographs and tally
marks sort and label real
objects by attributes
Collect, display and interpret
data for the purpose of
answering questions
Create a pictograph and
sample bar graph of real
objects and interpret data by
comparing quantities (for
example, more, fewer, less
than, greater than)
Use tree, Venn and Carroll
diagrams to explore
Handling Data
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Represent patterns in a
variety of ways, for example,
using words, drawings,
symbols, materials, actions,
numbers
Describe number patterns, for
example, odd and even
numbers, skip counting
Extend and create patterns in
numbers, for example, odd
and even numbers, skip
counting
Use number patterns to
represent and understand
real-life situations
Use the properties and
relationships of addition and
subtraction to solve problems
Math Grade 3
IB
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Number
The base 10 place value
system can be extended to
represent magnitude.
Fractions and decimals are
ways of representing wholepart relationships.
The operations of addition,
subtraction, multiplication
and division are related to
each other and are used to
process information to solve
problems.
Even complex operations can
be modelled in a variety of
ways, for example, an
algorithm is a way to
represent an operation.
Number
Read, write, compare and
order whole numbers up to
thousands or beyond
Develop strategies for
memorizing addition,
subtraction, multiplication
and division number facts
Read, write, compare and
order fractions
Read and write equivalent
fractions
Read, write, compare and
order fractions to hundredths
or beyond
Use decimal fractions in reallife situations
Dep Ed
DIS
as P13.25 to cents, or a
length such as 125 cm to
metres; round a sum of
money to the nearest pound.
Understand decimal notation
for tenths and hundredths in
context, e.g. length.
Find multiples of 10, 100,
1000 more/less than numbers
of up to four digits, e.g. 3407
+ 20 = 3427.
Multiply and divide three-digit
numbers by 10 (whole
number answers) and
understand the effect; begin
to multiply numbers by 100
and perform related divisions.
Recognize multiples of 5, 10
and 100 up to 1000.
Round three- and four-digit
numbers to the nearest 10 or
100.
Position accurately numbers
up to 1000 on an empty
number line or line marked off
in multiples of 10 or 100.
Estimate where three- and
four-digit numbers lie on
empty 01000 or
010 000 lines.
Compare pairs of three-digit
or four-digit numbers, using
the > and < signs, and find a
number in between each pair.
Use negative numbers in
context, e.g. temperature.
Recognize and extend number
sequences formed by
counting in steps of constant
size, extending beyond zero
when counting back.
Recognize odd and even
numbers.
Make general statements
about the sums and
differences of odd and even
numbers.
Order and compare two or
more fractions with the same
denominator (halves,
quarters, thirds, fifths, eighths
or tenths).
Recognize the equivalence
between: , 4/8 and 5/10;
and 2/8; 1/5 and 2/10.
Use equivalence to help order
fractions, e.g. 7/10 and .
Understand the equivalence
between one-place decimals
and fractions in tenths.
Understand that is
equivalent to 0.5 and also to
5/10.
Recognize the equivalence
between the decimal fraction
and vulgar fraction forms of
halves, quarters, tenths and
hundredths.
Recognize mixed numbers,
e.g. 5 and order these on a
number line.
Relate finding fractions to
division.
Mental strategies
Derive quickly pairs of twodigit numbers with a total of
100, e.g. 72 + ___ =100
Derive quickly pairs of
multiples of 50 with a total of
1000, e.g. 850 + ___ =1000
Identify simple fractions with
a total of 1, e.g. + ____ =1
Know multiplication for 2,
3, 4, 5, 6, 9 and 10
tables and derive division
facts.
Recognize and begin to know
multiples of 2, 3, 4, 5 and 10,
up to the tenth multiple
Add three or four small
numbers, finding pairs that
equal 10 or 20.
Add three two-digit multiples
of 10, e.g. 40 + 70 + 50.
Add and subtract near
multiples of 10 or 100 to or
from three-digit numbers, e.g.
367 198 or 278 + 49.
Add any pair of two-digit
numbers, choosing an
appropriate strategy.
Subtract any pair of two-digit
numbers, choosing an
appropriate strategy.
Find a difference between
near multiples of 100, e.g.
304 296.
Subtract a small number
crossing 100, e.g. 304 8.
Multiply any pair of singledigit numbers together.
Use knowledge of
commutativity to find the
easier way to multiply.
Understand the effect of
multiplying and dividing
three-digit numbers by 10.
Derive quickly doubles of all
whole numbers to 50, doubles
of multiples of 10 to 500,
doubles of multiples of 100 to
5000, and corresponding
halves.
systematically.
Describe and continue
number sequences, e.g. 7, 4,
1, 2 ... identifying the
relationship between each
number.
Identify simple relationships
between shapes, e.g. these
polygons are all regular
because ...
Investigate a simple general
statement by finding
examples which do or do not
satisfy it.
Explain methods and
reasoning orally and in
writing; make hypotheses and
test them out.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Geometry
Demonstrate understanding
of lines, symmetrical designs,
and tessellation using square,
triangle and other shapes that
can tesselate
Geometry
Recognize and draw a point,
line, line segment and ray
Recognize and draw parallel,
intersecting and
perpendicular lines
Visualize, identify and draw
Geometry
Measurement
Visualize and represent and
measure area using
appropriate unit
Derive the formula for the
area of a rectangle and a
square
Visualize and represent and
find the area of a rectangle
and square in sq cm and sq m
Strand
Measurement
Measurement
Conceptual
Understanding
/ Content
Standard
Demonstrate understanding
of time, standard measures of
length, mass and capacity
and area using square-tile
units
Learning
Outcomes
Measure
milliliter.
Visualize, and represent, and
solves routine and nonroutine problems involving
conversions of common units
of measure.
Visualize, and represent, and
find the capacity of a
container using milliliter and
liter
Visualize and represent and
solve routine and non-routine
problems involving capacity
measure
Time
Read and tell the time to
nearest minute on 12-hour
digital and analogue clocks.
Use am, pm and 12-hour
digital clock notation.
Read simple timetables and
use a calendar.
Choose units of time to
measure time intervals.
Money
Consolidate using money
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Data Handling
Data can be collected,
organized, displayed and
analysed in different ways.
Different graph forms
highlight different aspects of
data more efficiently.
Probability can be based on
experimental events in daily
life.
Probability can be expressed
in numerical notations.
Collect, display and interpret
data using simple graphs, for
example, bar graphs, line
graphs
Identify, read and interpret
range and scale on graphs
Identify the mode of a set of
data
Use tree diagrams to express
probability using simple
fractions.
Design a survey and
systematically collect,
organize and display data in
to Php1000
Read and writes money in
symbols and in words through
Php1000 in pesos and
centavos
Compare values of the
different denominations of
coins and bills through
Php1000 using relation
symbols
Statistics and Probability
Deepen understanding of
pictographs without and with
scales and outcomes of an
event using the terms likely,
equally likely, and unlikely to
happen
notation.
Handling Data
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Math Grade 4
IB
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Number
The base 10 place value
system can be extended to
represent magnitude.
Fractions and decimals are
ways of representing wholepart relationships.
The operations of addition,
subtraction, multiplication
and division are related to
each other and are used to
process information to solve
problems.
Even complex operations can
be modelled in a variety of
ways, for example, an
algorithm is a way to
represent an operation.
Number
Read, write, compare and
order whole numbers up to
thousands or beyond
Develop strategies for
memorizing addition,
subtraction, multiplication
and division number facts
Read, write, compare and
order fractions
Dep Ed
DIS
forms
Visualize decimal numbers
using models like blocks,
grids, number lines and
money to show the
relationship to fractions
Rename decimal numbers to
fractions, and fractions whose
denominators are factors of
10 and 100 to decimals
Give the place value and the
value of a digit of a given
decimal number through
hundredths
Read and write decimal
numbers through hundredths
Round decimal numbers to
the nearest whole number
and tenth
Compare and arrange decimal
numbers
results
Divide 3- to 4-digit numbers
by 1- to 2-digit numbers
without and with remainder
Divide 3- to 4-digit numbers
by tens or hundreds or by 1
000 without and with
remainder
Estimate the quotient of 3- to
4-digit dividends by 1- to 2digit divisors with reasonable
results
Strand
Geometry
Conceptual
Understanding
/ Content
Standard
Demonstrate understanding
of the concepts of parallel and
perpendicular lines, angles,
triangles and quadrilaterals
Learning
Outcomes
Geometry
Describe and illustrate
parallel, intersecting and
perpendicular lines
Draw perpendicular and
parallel lines using a ruler and
a set square
Describe and illustrate
different angles (right, acute
and obtuse) using models
Describe the
attributes/properties of
triangles and quadrilaterals
using concrete objects or
models
Identify and describe triangles
according to sides and angles
Identify and describe the
different kinds of
quadrilaterals: square,
rectangle, parallelogram,
trapezoid and rhombus
Relate triangles to
quadrilaterals
Relate one quadrilateral to
another quadrilateral
Measurement
Visualize the perimeter of any
given figure using appropriate
tools
Derive the formula for
perimeter of any given figure
Find the perimeter of
triangles, squares, rectangles,
parallelograms and trapezoids
Solve routine and non-routine
problems in real-life situations
involving perimeter of
squares and rectangles,
triangles, parallelograms, and
trapezoids
lines.
Identify parallel and
perpendicular lines and use
these terms to describe
geometric figures.
Use concrete objects/models
to explore/describe plane
figures according to their
attributes/properties of
triangles and quadrilaterals.
Identify and describes the
different kinds of triangles:
acute, right, obtuse, scalene,
isosceles, equilateral,
equiangular.
Identify and describes the
different kinds of
quadrilaterals: square,
rectangle, parallelogram,
trapezoid, rhombus.
Visualize and describes
geometric solids.
Make models of different
geometric solids: cube, prism,
and cylinder.
Area and perimeter
Measure and calculate the
perimeter of regular and
irregular polygons.
Understand area measured in
square centimeters (cm2 and
m2)
Use the formula for the area
of a rectangle to calculate the
rectangles area.
Find the perimeter of
triangles, squares, rectangles,
parallelograms and
trapezoids.
Solve word problems involving
symmetrical patterns,
including tessellation, in the
environment
Apply knowledge of
transformations to problemsolving situations
Strand
Measurement
Measurement
Conceptual
Understanding
/ Content
Standard
Demonstrate the
understanding of the concept
of time, perimeter, area and
volume
Learning
Outcomes
Measure
Strand
Data Handling
Volume
Visualize the volume of solid
figures in different situations
using non-standard and
standard units
Derive the formula for the
volume of rectangular prisms
Find the volume of a
rectangular prism using cu cm
and cu m
Solve routine and non-routine
problems involving the
volume of a rectangular prism
Create problems (with
reasonable answers) involving
volume of rectangular prism
Statistics and Probability
Time
Recognize and use the units
for time (seconds, minutes,
hours, days, months and
years).
Tell and compare the time
using digital and analogue
clocks using the 24-hour
clock.
Read timetables using the 24hour clock.
Calculate time intervals in
seconds, minutes, and hours
using digital or analogue
formats.
Use a calendar to calculate
time intervals in days and
weeks (using knowledge of
days in calendar months).
Calculate time intervals in
months or years.
Volume
Visualize the volume of solid
figures in different situations
using non-standard and
standard units
Derive the formula for the
volume of rectangular prisms
Find the volume of a
rectangular prism using cu cm
and cu m
Solve routine and non-routine
problems involving the
volume of a rectangular prism
Create problems (with
reasonable answers) involving
volume of rectangular prism
Handling Data
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Demonstrate understanding
of the concepts of bar graphs
and simple experiments
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
experiment
Create problems involving a
simple experiment
a set of data.
Describe the occurrence of
familiar events using the
language of chance or
likelihood.
Math Grade 5
IB
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Number
The base 10 place value
system extends infinitely in
two directions.
Fractions, decimal fractions
and percentages are ways of
representing whole-part
relationships.
For fractional and decimal
computation, the ideas
developed for whole-number
computation can apply.
Ratios are a comparison of
two numbers or quantities.
Number
read, write, compare and
order whole numbers up to
millions or beyond
read and write ratios
read and write integers in
appropriate contexts
read and write exponents and
square roots
convert improper fractions to
mixed numbers and vice
versa
simplify fractions in mental
and written form
read, write, compare and
Dep Ed
DIS
order
Identify factors of a given
number up to 100
Identify the multiples of a
given number up to 100
Make conjectures about
common factors of numbers
Differentiate prime numbers
from composite numbers
Find the prime factors of a
number.
Write a given number as a
product of its prime factors
Give the common factors and
the greatest common factor
(GCF) of two numbers using
the following methods: listing,
factor tree
Give the common multiples
and least common multiple
(LCM) of two numbers: listing,
factor tree, continuous
division
Find the GCF and LCM of 2
given numbers
Identify proper fractions,
improper fractions and mixed
numbers
Change improper fraction to
mixed numbers and vice
versa
Change fractions to lowest
forms
Visualize decimal numbers
using models like blocks,
grids, number lines and
money to show the
relationship to fractions
Rename decimal numbers to
including money.
Mental strategies
results
Subtract 3-to 4-digit numbers
from 3- to 4-digit numbers
without and with regrouping.
Estimate the difference of two
numbers with three to four
digits with reasonable results
Visualize addition and
subtraction of similar fractions
Visualize subtraction of a
fraction from a whole number
Visualize addition and
subtraction of dissimilar
fractions
Perform addition and
subtraction of similar and
dissimilar fractions
Problem Solving
Choose appropriate and efficient
rectangular cross-section.
Estimate and approximate when
calculating, e.g. use rounding, and
check working.
Use models to illustrate mathematical
sentences.
Determine the patterns in completing
mathematical sentences.
Use patterns to solve for the unknown
in simple equations involving one or
more operation on whole numbers
and fractions.
Explain why they chose a particular
method to perform a calculation and
show working
Deduce new information from existing
information and realise the effect that
one piece of information has on
another.
Use logical reasoning to explore and
solve number problems and
mathematical puzzles.
Use ordered lists or tables to help
solve problems systematically.
Identify relationships between
numbers and make generalised
statements using words, then
symbols and letters, e.g. the second
number is twice the first number plus
5 (n, 2n + 5); all the numbers are
multiples of 3 minus 1 (3n 1); the
sum of angles in a triangle is 180.
Make sense of and solve word
problems, single and multi-step(all
four operations), and represent them,
e.g. with diagrams or on a number
line; use brackets to show the series
of calculations necessary.
Solve simple word problems involving
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Geometry
Demonstrate understanding
of the concepts of parallel and
perpendicular lines, angles,
triangles and quadrilaterals
Geometry
Describe and illustrate
parallel, intersecting and
perpendicular lines
Draw perpendicular and
parallel lines using a ruler and
a set square
Describe and illustrate
different angles (right, acute
and obtuse) using models
Describe the
attributes/properties of
triangles and quadrilaterals
using concrete objects or
models
Identify and describe triangles
according to sides and angles
Identify and describe the
different kinds of
quadrilaterals: square,
rectangle, parallelogram,
trapezoid and rhombus
Relate triangles to
Geometry
space in mathematical
situations and beyond
use scale (ratios) to enlarge
and reduce shapes
apply the language and
notation of bearing to
describe direction and
position
use 2D representations of 3D
objects to visualize and solve
problems, for example using
drawings or models.
quadrilaterals
Relate one quadrilateral to
another quadrilateral
Measurement
Visualize the perimeter of any
given figure using appropriate
tools
Derive the formula for
perimeter of any given figure
Find the perimeter of
triangles, squares, rectangles,
parallelograms and trapezoids
Solve routine and non-routine
problems in real-life situations
involving perimeter of
squares and rectangles,
triangles, parallelograms, and
trapezoids
Differentiate perimeter from
area
Convert sq cm to sq m and
vice versa
Find the area of irregular
figures made up of squares
and rectangles using sq cm
and sq m
Estimate the area of irregular
plane figures made up of
squares and rectangles
Strand
Measurement
Measurement
Conceptual
Understanding
Accuracy of measurements
depends on the situation and
Demonstrate the
understanding of the concept
Measure
/ Content
Standard
Learning
Outcomes
Time
Volume
Visualize the volume of solid
figures in different situations
using non-standard and
standard units
Derive the formula for the
volume of rectangular prisms
Find the volume of a
rectangular prism using cu cm
and cu m
Solve routine and non-routine
problems involving the
volume of a rectangular prism
Create problems (with
Volume
Visualize the volume of solid
figures in different situations
using non-standard and
standard units
Derive the formula for the
volume of rectangular prisms
Find the volume of a
rectangular prism using cu cm
and cu m
Solve routine and non-routine
problems involving the
volume of a rectangular prism
Create problems (with
reasonable answers) involving
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Data Handling
Data can be presented
effectively for valid
interpretation and
communication.
Range, mode, median and
mean can be used to analyse
statistical data.
Probability can be
represented on a scale
between 01 or 0%100%.
The probability of an event
can be predicted theoretically.
Handling Data
100%).
design a survey and
systematically collect, record,
organize and display the data
in a bar graph, circle graph,
line graph
identify, describe and explain
the range, mode, median and
mean in a set of data
create and manipulate an
electronic database for their
own purposes
determine the theoretical
probability of an event and
explain why it might differ
from experimental probability.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
scientific experiments.
Begin to find the median and mean of
a set of data.
Explore how statistics are used in
everyday life.
Use the language associated with
probability to discuss events, to
assess likelihood and risk, including
those with equally likely outcomes.
Describe a probability experiment.
Perform a probability experiment and
record results by listing.
Analyze data obtained from chance
using experiments involving letter
cards (A to Z) and number cards (0 to
20).