2010 Secondary Education Curriculum

Mathematics

DEPARTMENT OF EDUCATION
Bureau of Secondary Education
Curriculum Development Division

2010 SECONDARY EDUCATION CURRICULUM

MATHEMATICS II

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Program Standard: The learner demonstrates understanding of key concepts and principles of mathematics as applied in problem solving, communicating, reasoning, making connections,
representations, and decisions in real life.
General Standard
First Year Level
The learner demonstrates understanding of
key concepts and principles of number and
number sense as applied to measuring,
estimating, graphing, solving equations and
inequalities, communicating
mathematically and solving problems in real
life.
General Standards in Mathematics
General Standard
Second Year Level
The learner demonstrates understanding of
key concepts and principles of number
sense and patterns in solving equations,
generalizing relationships and solving
problems in real life.
General Standard
Third Year Level
The learner demonstrates understanding of
key concepts and principles of number
sense, shapes and sizes and their
applications to solving real life problems
involving geometric relationships.
2010 Secondary Education Curriculum
Mathematics
General Standard
Fourth Year Level
The learner demonstrates understanding of
key concepts and principles of number
sense, patterns and functions, and data
analysis and uses them in solving problems
in real life.
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 2010 Secondary Education Curriculum
Mathematics

Mathematics
Concept Matrix

First Year Second Year Third Year Fourth Year

Real Number System Special Products and Factors Geometry of Shape and Size Relations and Functions

Measurements Quadratic Equations Geometric Relations Linear Functions

Scientific Notation Writing Proofs Quadratic Functions

Algebraic Expressions Rational Algebraic Equations Perpendicular Lines and Parallel Lines Polynomial Functions

First-Degree Equations and Expressions with Rational Exponents Triangle Congruence Exponential and Logarithmic
Inequalities in One Variable Functions
Inequalities in a Triangle

Rational Algebraic Expressions Radical Expressions and Equations Quadrilaterals Circular Functions

Linear Equations and Inequalities in Variations Similarity Trigonometric Identities and

Two Variables Equations

Systems of Linear Equations and Sequences and Series Circles Counting Techniques and Probability
Inequalities in Two Variables
Plane Coordinate Geometry Measures of Central Tendency and
Variability

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 2010 Secondary Education Curriculum
Mathematics

MATHEMATICS II

General Standard: The learner demonstrates understanding of key concepts and principles of number sense and patterns in solving equations, generalizing relationships and
solving problems in real life.

QUARTER I (Special Products and Factors)

Stage 1: Results/Outcomes Stage 2: Assessment

STANDARDS ESSENTIAL At the
Product/ Level of
Content Performance Understanding Question Performance Understanding Performance

The learner The learner Patterns in finding How are Problems formulated Explanation Assessment of problems formulated based
demonstrates formulates real-life the product of two patterns used Discuss how special products and factors on the following suggested criteria:
understanding problems involving binomials facilitate to solve real -  are based on real- are found using different methods.
of the key special products the solutions of life problems life situations. Criteria:  real-life problems
concepts of and factors and real- life problems. involving the  involve special Clear Coherent  problems involve special products and
special solves these using product of two products and Thorough factors
products and a variety of binomials? factors.  problems are solved using a variety of
factors. strategies with  are solved using a Interpretation strategies with utmost accuracy.
utmost accuracy. Factoring How does variety of strategies State the reverse process of finding
quadratic factoring with utmost special products and relate it to the Tools: Rubrics for assessment of problems
trinomials quadratic accuracy. patterns in getting the product of two formulated and solved.
facilitates the trinomials binomials.
solution of real-life facilitate Criteria:
problems. solving real-life Creative
problems? Illustrative
Meaningful

Application
Pose problems in real-life involving
special products and factors. Solve them.
Criteria:
Appropriate
Authentic
Practical

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 2010 Secondary Education Curriculum
Mathematics

Perspective
Compare and contrast the different ways
of finding special products and factors.
Criteria:
Credible
Critical
Realistic

Empathy
Describe the difficulties one can
experience without knowing the process
of finding special products and factors.
Criteria:
Open
Responsive Sensitive

Self- Knowledge
Assess how one can give the best
solution to a problem involving special
products and factors.
Criteria:
Receptive
Reflective
Relevant

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 2010 Secondary Education Curriculum
Mathematics

Mathematics II

General Standard: The learner demonstrates understanding of key concepts and principles of number sense and patterns in solving equations, generalizing relationships and
solving problems in real life.

QUARTER I (Quadratic Equations)

Stage 1: Results/Outcomes Stage 2: Assessment

STANDARDS ESSENTIAL At the
Product/ Level of
Content Performance Understanding Question Performance Understanding Performance

The learner The learner Some real-life How do you Problems formulated Explanation Assessment of problems formulated based
demonstrates formulates real-life problems can be solve real-life Discuss how quadratic equations are on the following suggested criteria:
understanding problems involving modeled by problems  are based on real- solved using different methods.
of the key quadratic quadratic involving life situations. Criteria:  real-life problems
concepts of equations and equations which quadratic  involve quadratic Coherent  problems involve quadratic equations
quadratic solves these using can be solved equations? equations. Accurate  problems are solved using a variety of
equations a variety of using a variety of  are solved using a Thorough strategies with utmost accuracy.
strategies with strategies variety of strategies
utmost accuracy. with utmost Interpretation Tools: Rubrics for assessment of problems
accuracy. Describe the appropriate method in formulated and solved
. finding the feasible solutions or roots of
a given quadratic equation.
Criteria:
Creative
Illustrative
Meaningful

Application
Pose real-life problems involving
quadratic equations. Solve them using a
variety of strategies.
Criteria:
Appropriate
Authentic
Practical

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 2010 Secondary Education Curriculum
Mathematics

Perspective
State the advantages and
disadvantages of using one method over
another in solving quadratic equations.
Criteria:
Credible
Critical
Realistic

Empathy
Describe the difficulties one can
experience without knowing the
concepts of quadratic equations.
Criteria:
Open
Responsive
Sensitive

Self- Knowledge
Assess one’s solution to a problem
involving quadratic equations.
Criteria:
Reflective
Relevant
Responsive

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 2010 Secondary Education Curriculum
Mathematics

MATHEMATICS II
General Standard: The learner demonstrates understanding of key concepts and principles of number sense and patterns in solving equations, generalizing relationships and
solving problems in real life.
QUARTER II (Rational Algebraic Equations)

Stage 1: Results/Outcomes Stage 2: Assessment

STANDARDS ESSENTIAL Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
The learner The learner The process How are Explanation Assessment of problems formulated based
demonstrates formulates real- used in solving rational Problems formulated Describe situations where rational on the following suggested criteria:
understanding of the life problems rational algebraic algebraic algebraic equations are evident.  real-life problems
key concepts of involving rational equations can be equations  are based on real- Criteria:  problems involve rational algebraic
rational algebraic algebraic applied in real applied in life situations. Clear equations
equations. equations and life. real life?  involve rational Coherent  problems are solved using a variety of
solves these algebraic equations Justified strategies with utmost accuracy
using a variety of
strategies with
 are solved using a
variety of strategies
Interpretation Tools: Rubrics for assessment of problems
utmost accuracy. Describe the method in finding the formulated and solved
with utmost
accuracy. feasible solutions or roots of rational
algebraic equations.
Criteria:
Creative
Illustrative
Meaningful

Application
Create situations in real life where
rational algebraic equations are relevant
and used.
Criteria:
Authentic
Practical
Relevant

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 2010 Secondary Education Curriculum
Mathematics

Perspective
Analyze, compare and contrast
situations where rational algebraic
equations are used.
Criteria:
Credible
Insightful
Realistic

Empathy
Describe difficulties one can experience
in real life without knowing the concept
of rational algebraic equations.
Criteria:
Open
Responsive
Sensitive

Self-Knowledge
Discuss the most effective strategy in
solving problems involving rational
algebraic equations.
Criteria:
Clear
Coherent Insightful

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 2010 Secondary Education Curriculum
Mathematics

MATHEMATICS II

General Standard: The learner demonstrates understanding of key concepts and principles of number sense and patterns in solving equations, generalizing relationships and
solving problems in real life.

QUARTER II (Expressions With Rational Exponents)

Stage 1: Results/Outcomes Stage 2: Assessment

STANDARDS ESSENTIAL Product/ At the Level of
Content Performance Understanding Question Performance Understanding Performance
The learner The learner Expressions with How can Problems Explanation Assessment of solutions formulated based on
demonstrates formulates real-life rational exponents expressions with formulated Justify one’s procedure in the following suggested criteria:
understanding problems involving can be evaluated, rational simplifying expressions with rational  real-life problems
of the key expressions with simplified and exponents be  are based on exponents.  problems involve expressions with rational
concepts of rational exponents applied in solving evaluated, real- life Criteria: exponents
expressions and solves these real-life problems. simplified and situations. Accurate  problems are solved using a variety of
with rational using a variety of applied in solving  involve Clear strategies with utmost accuracy
exponents. strategies with real-life expressions Coherent
utmost accuracy. problems? with rational Tools: Rubrics for assessment of problems
exponents Interpretation formulated and solved
 are solved using Determine the best procedure in
a variety of simplifying expressions with rational
strategies with exponents.
utmost accuracy
Criteria:
Creative
Illustrative
Meaningful

Application
Use the different methods in
simplifying expressions with rational
exponents in real life.
Criteria:
Accurate
Authentic
Practical

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 2010 Secondary Education Curriculum
Mathematics

Perspective
Analyze, compare and contrast
situations involving expressions with
rational exponents
Criteria:
Credible
Insightful
Realistic

Empathy
Describe the difficulties one can
experience without knowing the
concept of expressions with rational
exponents.
Criteria:
Open
Responsive
Sensitive

Self-Knowledge
Share insights on the most effective
strategy in simplifying problems
involving expressions with rational
exponents.
Criteria:
Coherent
Insightful
Reflective

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 2010 Secondary Education Curriculum
Mathematics

MATHEMATICS II

General Standard: The learner demonstrates understanding of key concepts and principles of number sense and patterns in solving equations, generalizing relationships and
solving problems in real life.

QUARTER III (Radical Expressions and Equations)

Stage 1: Results/Outcomes Stage 2: Assessment
STANDARDS ESSENTIAL Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
The learner The learner creates Unknown quantities How is the Problems formulated: Explanation Assessment of problems formulated
demonstrates real-life problems in some real-life knowledge of Discuss ways of simplifying and based on the following suggested criteria:
understanding involving radical problems may be radical  are based on real-life solving, respectively, radical
of the key expressions and found by applying expressions and situations expressions and equations.  real-life problems
concepts of equations, and the procedure in equations used  involve radical Criteria:  problems involve radical expressions
radical solves these by solving radical to solve real-life expressions and Clear and equations
expressions applying a variety equations. problems? equation Coherent problems are solved using a variety of
and equations. of strategies with  are solved using a Justified strategies with utmost accuracy.
utmost accuracy. variety of strategies Tools: Rubrics for assessment of
with utmost accuracy. Interpretation problems formulated and solved
Figure out the best procedure in
simplifying and solving radical
expressions and equations.
Criteria:
Accurate
Creative
Illustrative

Application
Use the best method in simplifying
and solving radical expressions and
equations.
Criteria:
Accurate
Appropriate
Efficient

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 2010 Secondary Education Curriculum
Mathematics

Perspective
Compare and contrast different
procedures in solving radical
equations
Criteria:
Clear
Credible
Insightful

Empathy
Role play a situation where the
concept of radical equation is
applied.
Criteria:
Authentic
Perceptive
Sensitive

Self-Knowledge
Recognize the best solution to a
given situation involving radical
equations.
Criteria:
Insightful
Open
Reflective

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 2010 Secondary Education Curriculum
Mathematics

MATHEMATICS II
General Standard: The learner demonstrates understanding of key concepts and principles of number sense and patterns in solving equations, generalizing relationships and
solving problems in real life.

QUARTER III (Variations)

Stage 1: Results/Outcomes Stage 2: Assessment
STANDARDS ESSENTIAL Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
The learner demonstrates The learner The concept of How are real- Problems Explanation Assessment of problems formulated
understanding of the key creates, analyzes variations can be life problems formulated: Demonstrate the different types of based on the following suggested
concepts of variations. and solves applied in solving involving variations through examples. criteria:
mathematical real-life problems variations  are based on Criteria:  real-life problems
situations solved? real-ife Accurate  problems involve variations.
involving situations. Clear  problems are solved through
variations through  involve Relevant appropriate and accurate
appropriate and variations representations
accurate  are solved Interpretation
representations. through Narrate a story about situations where the Tools: Rubrics for assessment of
appropriate and concept of variations is applied. problems formulated and solved
accurate Criteria:
representations. Creative
Meaningful
Realistic

Application
Create situations in real life where the
concept of variations is applied in making
wise decisions.
Criteria:
Appropriate
Practical
Relevant

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 2010 Secondary Education Curriculum
Mathematics

Perspective
Show how variations are represented in
various ways.
Criteria:
Credible
Critical
Insightful

Empathy
Portray situations where the concept of
variations is used in making one’s choice.
Criteria:
Open
Responsive
Sensitive

Self-knowledge
Share insights on the appropriateness of
the equations used in solving problems
involving the concept of variations.
Criteria:
Accurate
Credible
Realistic

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 2010 Secondary Education Curriculum
Mathematics

MATHEMATICS II
General Standard: The learner demonstrates understanding of key concepts and principles of number sense and patterns in solving equations, generalizing relationships and
solving problems in real life.

QUARTER IV (Sequences and Series)

Stage 1: Results/Outcomes Stage 2: Assessment
STANDARDS ESSENTIAL Product/ At the level of
Content Performance Understanding Question Performance Understanding Performance
The learner The learner Sequences and How are real-life Problems Explanation Assessment of problems formulated
demonstrates creates, analyzes series are useful in problems involving formulated: Discuss a pattern in real life that shows based on the following suggested criteria:
understanding and solves solving problems in sequences and sequences and series.
of the key problems involving art, music, science, series solved?  are real-life. Criteria:  real-life problems
concepts of sequences and business,  involve Clear  problems involve sequences and
sequences series in other agriculture, etc sequences and Coherent series.
and series. disciplines such as series Justified  problems are solved through
art, music, science,  are solved appropriate and accurate
business, through Interpretation representations
agriculture etc appropriate and Give the significance of sequences and
through appropriate accurate series in relation to how things in real Tools: Rubrics for assessment of
and accurate representations life were designed. problems formulated and solved
representations. . Criteria:
Illustrative
Meaningful
Creative

Application
Decide on the solution to be applied in a
given situation involving sequences and
series.
Criteria:
Appropriate
Practical
Useful

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 2010 Secondary Education Curriculum
Mathematics

Perspective
Examine different patterns of objects
and occurrences in the real world.
Criteria:
Critical
Insightful
Clear

Empathy
Discuss the kind of problems one may
encounter when concepts of sequences
and series are not applied.
Criteria:
Sensitive
Authentic
Open

Self-Knowledge
Share insights on the appropriateness
of strategy used in solving problems
involving sequences and series.
Criteria:
Accurate
Relevant
Credible

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 2010 Secondary Education Curriculum
Mathematics

Appendix

Resources:
ICT Tools
 http://www.deped.gov.ph/iSchool Web Board/Math Web Board
 http://www.deped.gov.ph/iSchool Web Board/skoool.ph
 http://www.deped.gov.ph/e-turo
 http://www.deped.gov.ph/BSE/iDEP
 http://www.pjoedu.wordpress/Philippine Studies/FREE TEXTBOOKS
 http://www.teacherplanet.com
 http://www.pil.ph/innovative teachers leadership award
 http://www.alcob.com/ICT Model School Network
 http://www.APEC Cyber Academy.com
 http://www.globalclassroom.net
 http://www.think.com
 http://www.rubistar.com
 Overhead projector/transparencies
 Computer/PC tablet/Interactive Whiteboard
 Graphing calculator
 CONSTEL CD/DVD materials
 CAI materials in CD/DVD format
 Intel Teach to the Future/ASEAN SchoolNet/FIT-ED/SMART School/Innovative Teachers Leadership Award/sKwela/iSchool/Learn.ph/eskwela ng
bayan modules in PowerPoint format
 Authoring-enabled math storytelling enrichment modules ( e.g. Fibo the Frog Mathemajess’yan, etc.)
 Video clips/tapes
 Interactive digital games/puzzles (e.g. eDamath, 3D damath gaming, Cartesian coordinate system, etc.)
 E-TV episodes (Knowledge Channel, National Geographic Channel, Discovery Channel, BBC, etc.)
 Online/offline open-source teaching/learning materials
 Student/teacher-made PowerPoint/spreadsheet/word instructional materials with Hyperlinks
 Student/teacher-made webcam/digicam math storytelling materials
 Mathematical simulations
 Interactive flowchart/concept map/tree diagram/picture problem situation/secret message decoder

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 2010 Secondary Education Curriculum
Mathematics

 Digital mathematical cartoon strips/humor/jokes/poster with hyperlinks

 eBooks/eTeachers manual with no hyperlinks
 Digital books/teaching guides with hyperlinks

Manipulative
 Games and puzzles (e.g. damath, chess-math, sungkamath, Sudoku, cross-number puzzle, etc.)
 Geoboard/rubber bands/strings
 Algebra tiles
 Cuisenaire rod
 Dice
 Domino/triangular domino
 Playing cards
 Mathemagic biscuit crackers (e.g. opposite sense in integers, etc.)

Print Materials
 Worksheets
 Workbooks
 Textbooks/supplementary reference materials/teachers manual
 Consumer education/global warming and climate change integration lesson exemplars
 Remedial/enrichment modules (e.g. EASE modules, distance learning/self-learning package, etc.)
 Enrichment math storytelling modules with indigenous cartoon characters (e.g. Max the Matrix & Co., etc.)
 Handouts/Activity Sheets/Cards
 Mathematical post card / mathematical cartoon strips/humors/quotes/jokes/jingle/slogan/themes/tarpaulin

Supplies and Materials

 Papers (graphing, bond, pad, manila, colored)
 School Supplies (Ruler/straightedge, Colored cartolina , Illustration board , Pairs of scissors, Masking tapes, Pentel pen)

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