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INTRODUCTION 3
DESCRIPTION 5
UNIT CREDIT 6
TIME ALLOTMENT 6
EXPECTANCIES 7
GRADING SYSTEM 10
LEARNING COMPETENCIES 11
* The description defines the focus and the emphasis of the learning area as well as the
language of instruction used.
* The unit credit indicates the number of units assigned to a learning area computed
on a 40-minute per unit credit basis and which shall be used to evaluate a student’s
promotion to the next year level.
* The time allotment specifies the number of minutes allocated to a learning area on a
daily (or weekly, as the case may be) basis.
* The expectancies refer to the general competencies that the learners are expected to
demonstrate at the end of each year level.
* The scope and sequence outlines the content, or the coverage of the learning area in
terms of concepts or themes, as the case may be.
* The suggested strategies are those that are typically employed to develop the content,
build skills, and integrate learning.
* The materials include those that have been approved for classroom use. The application
of information and communication technology is encouraged, where available.
* The grading system specifies how learning outcomes shall be evaluated and the
aspects of student performance which shall be rated.
* The learning competencies are the knowledge, skills, attitudes and values that the
students are expected to develop or acquire during the teaching-learning situations.
* Lastly, sample lesson plans are provided to illustrate the mode of integration, where
appropriate, the application of life skills and higher order thinking skills, the valuing
process and the differentiated activities to address the learning needs of students.
The Handbook is designed as a practical guide and is not intended to structure the operationalization of
the curriculum or impose restrictions on how the curriculum shall be implemented. Decisions on how
best to teach and how learning outcomes can be achieved most successfully rest with the school principals
and teachers. They know the direction they need to take and how best to get there.
DESCRIPTION
First Year is Elementary Algebra. It deals with life situations and problems involving measurement,
real number system, algebraic expressions, first degree equations and inequalities in one variable, linear
equations in two variables, special products and factoring.
Second Year is Intermediate Algebra. It deals with systems of linear equations and inequalities, quadratic
equations, rational algebraic expressions, variation, integral exponents, radical expressions, and searching
for patterns in sequences (arithmetic, geometric, etc) as applied in real-life situations.
Third Year is Geometry. It deals with the practical application to life of the geometry of shape and
size, geometric relations, triangle congruence, properties of quadrilaterals, similarity, circles, and plane
coordinate geometry.
Fourth Year is still the existing integrated ( algebra, geometry, statistics and a unit of trigonometry)
spiral mathematics but in school year 2003-2004 the graduating students have the option to take up either
Business Mathematics and Statistics or Trigonometry and Advanced Algebra.
UNIT CREDIT
Mathematics in each year level shall be given 1.5 units each.
TIME ALLOTMENT
The daily time allotment for Mathematics in all year levels is 60 minutes or 300 minutes weekly
EXPECTANCIES IN MATHEMATICS
The student will be able to compute and measure accurately, come up with reasonable estimate,
gather, analyze and interpret data, visualize abstract mathematical ideas, present alternative solutions to
problems using technology, among others, and apply them in real-life situations.
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At the end of Third Year, the student is expected to demonstrate understanding and skills
in geometric relations, proving and applying theorems on congruence and similarity of triangles,
quadrilaterals, circles and basic concepts on plane coordinate geometry.
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At the end of Second Year, the student is expected to demonstrate understanding of concepts
and skills related to systems of linear equations and inequalities, quadratic equations, rational algebraic
expressions, variation, integral exponents, radical expressions and searching for patterns in sequences:
arithmetic, geometric and others and apply them in solving problems.
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At the end of First Year, the student is expected to demonstrate understanding and skills in
measurement and use of measuring devices, performing operations on real numbers and algebraic
expressions, solving first degree equations and inequalities in one variable, linear equations in two
variables and special products and factoring and apply them in solving problems.
SCOPE AND SEQUENCE
ELEMENTARY ALGEBRA (FIRST YEAR)
1. Measurement
2. Real Number system
3. Algebraic Expressions
4. First Degree Equations and Inequalities in One Variable
5. Linear Equations in Two Variables
6. Special Products and Factors
DISCUSSION
• It is more than the short question and answer which arise during exposition
• It takes place between teacher and students or between students themselves.
PRACTICAL WORK
• More student-centered activities
• Teacher acts as facilitator
• Concretizes abstract concepts
• Develops students’ confidence to discover solutions to problems
PROBLEM SOLVING
• Process of applying mathematics in the real world
• Involves the exploration of the solution to a given situation
MATHEMATICAL INVESTIGATION
• An open-ended problem solving
• It involves the exploration of a mathematical situation, making conjectures and reason
logically
COOPERATIVE LEARNING
• Members are encouraged to work as a team in exchanging ideas, successes and failures.
A. Measurement
1. Illustrate the development of measurement from the primitive to the present
international system of units
5. Round off measurements; round off numbers to a given place (e.g. nearest ten, nearest
tenth)
C. Algebraic Expressions
1. Define constants, variables, algebraic expressions
4. Evaluate mathematical expressions for given values for the variable(s) involved
•
•
5. Determine the solution set of first degree equations in one variable by applying the
properties of equality
6. Determine the solution set of first degree inequalities in one variable by applying the
properties of inequality; visualize solutions of simple mathematical inequalities on a
number line
7. Solve problems using first degree equations and inequalities in one variable (e.g.
relations among numbers, geometry, business, uniform motion, money problems,etc.)
2. Describe points plotted on the Cartesian Coordinate Plane; plot points on the Cartesian
Coordinate Plane
2.1 Given a point on the coordinate plane, give its coordinates
2.2 Given a pair of coordinates, plot the point
2.3 Given the coordinates of a point, determine the quadrant where it is located
• y= +b
• y= -b
• y=
• y=
• y= +c
5. Use systems of linear equations to solve problems (e.g. number relations, uniform
motion, geometric relations, mixture, investment, work)
B. Quadratic Equations
2. Identify relationships between two quantities in real life that are direct variations,
direct square variations, inverse square variations or joint variations
3. Translate statements that describe relationships between two quantities using the
following expressions to a table of values, a mathematical equation, or a graph, and
vice versa
• “_____ is directly proportional to _____”
• “_____ is inversely proportional to _____”
• “_____ varies directly as _____”
• “_____ varies directly as the square of _____”
• “_____ varies inversely as _____”
4. Solve problems on direct variation, direct square variation, inverse variation and joint
variation
E. Integral Exponents
1. Review concepts related to positive integer exponents
F. Radical Expressions
1. Review roots of numbers
1.1 Identify expressions which are perfect squares or perfect cubes, and find their
square root or cube root respectively
1.2 Given a number in the form where x is not a perfect nth root, name two
rational numbers between which it lies
5. Introduce the Fibonacci sequence; define and illustrate the Fibonacci sequence
2. Angles
1.1 Illustrate, name, identify and define an angle
1.2 Name and identify the parts of an angle
1.3 Read or determine the measure of an angle using a protractor
1.4 Illustrate, name, identify and define different kinds of angles
• Acute
• Right
• Obtuse
3. Polygons
1.1 Illustrate, identify, and define different kinds of polygons according to the
number of sides
• Illustrate and identify convex and non-convex polygons
• Identify the parts of a regular polygon (vertex angle, central angle, exterior
angle)
1.2 Illustrate, name and identify a triangle and its basic and secondary parts (e.g.,
vertices, sides, angles, median, angle bisector, altitude)
1.3 Illustrate, name and identify different kinds of triangles and their parts (e.g.,
legs, base, hypotenuse)
• classify triangles according to their angles and according to their sides
1.4 Illustrate, name and define a quadrilateral and its parts
1.5 Illustrate, name and identify the different kinds of quadrilaterals
1.6 Determine the sum of the measures of the interior and exterior angles of a
polygon
• Sum of the measures of the angles of a triangle is 180
• Sum of the measures of the exterior angles of a quadrilateral is 360
• Sum of the measures of the interior angles of a quadrilateral is
• (n – 2)180
4. Circle
4.1 Define a circle
4.2 Illustrate, name, identify, and define the terms related to the circle (radius,
diameter and chord)
5. Measurements
5.1 Identify the following common solids and their parts: cone, pyramid, sphere,
cylinder, rectangular prism)
5.2 state and apply the formulas for the measurements of plane and solid figures
• Perimeter of a triangle, square, and rectangle
• Circumference of a circle
• Area of a triangle, square, parallelogram, trapezoid, and circle
• Surface area of a cube, rectangular prism, square pyramid, cylinder, cone,
and a sphere
• Volume of a rectangular prism, triangular prism, pyramid, cylinder, cone,
and a sphere
B. Geometric Relations
1. Relations involving Segments and Angles
1.1 Illustrate and define betweeness and collinearity of points
1.2 Illustrate, identify and define congruent segments
1.3 Illustrate, identify and define the midpoint of a segment
1.4 Illustrate, identify and define the bisector of an angle
1.5 Illustrate, identify and define the different kinds of angle pairs
• Supplementary
• Complementary
• Congruent
• Adjacent
• Linear pair
• Vertical angles
1.6 Illustrate, identify and define perpendicularity
1.7 Illustrate and identify the perpendicular bisector of a segment
4. Problem Solving involving the Relationships between Segments and between Angles
4.1 Solve problems using the definitions and properties involving relationships
between segments and between angles
C. Triangle Congruence
1. Conditions for Triangle Congruence
1.1 Define and illustrate congruent triangles
1.2 State and apply the Properties of Congruence
• Reflexive Property
• Symmetric Property
• Transitive Property
1.3 Use inductive skills to establish the conditions or correspondence sufficient to
guarantee congruence between triangles
1.4 Apply deductive skills to show congruence between triangles
• SSS Congruence
• SAS Congruence
• ASA Congruence
• SAA Congruence
Enrichment
Apply inductive and deductive skills to derive other conditions for congruence between two
right triangles
• LL Congruence
• LA Congruence
• HyL Congruence
• HyA Congruence
D. Properties of Quadrilaterals
1. Different type of Quadrilaterals and their Properties
1.1 Recall previous knowledge on the different kinds of quadrilaterals and their
properties (square, rectangle, rhombus, trapezoid, parallelogram)
1.2 Apply inductive and deductive skills to derive certain properties of the
trapezoid
• Median of a trapezoid
• Base angles and diagonals of an isosceles trapezoid
1.3 Apply inductive and deductive skills to derive the properties of a parallelogram
• Each diagonal divides a parallelogram into two congruent triangles
• Opposite angles are congruent
• Non-opposite angles are supplementary
• Opposite sides are congruent
• Diagonals bisect each other
1.4 Apply inductive and deductive skills to derive the properties of the diagonals of
special quadrilaterals
• Diagonals of a rectangle
• Diagonals of a square
• Diagonals of a rhombus
2 Conditions that Guarantee that a Quadrilateral is a Parallelogram
2.1 Verify sets of sufficient conditions which guarantee that a quadrilateral is a
parallelogram
2.2 Apply the conditions to prove that a quadrilateral is a parallelogram
2.3 Apply the properties of quadrilaterals and the conditions for a parallelogram to
solve problems
Enrichment
Apply inductive and deductive skills to discover certain properties of the Kite
E. Similarity
1. Ratio and Proportion
1.1 State and apply the definition of a ratio
1.2 Define a proportion and identify its parts
1.3 State and apply the fundamental law of proportion
• Product of the means is equal to the product of the extremes
1.4 Define and identify proportional segments
1.5 Apply the definition of proportional segments to find unknown lengths
2. Proportionality Theorems
1.1 State and verify the Basic Proportionality Theorem and its Converse
State, verify and apply the ratio between the perimeters and areas of similar triangle
F. Circles
1. The circle
1.1 Recall the definition of a circle and the terms related to it
• Radius
• Diameter
• Chord
• Secant
• Tangent
• Interior and exterior
Enrichment
Illustrate and identify externally and internally tangent circles
Illustrate and identify a common internal tangent or a common external tangent
Geometric Constructions
• Duplicate or copy a segment
• Duplicate or copy an angle
• Construct the perpendicular bisector and the midpoint of a segment
Derive the Perpendicular Bisector Theorem
• Construct the perpendicular to a line
From a point on the line
From a point not on the line
• Construct the bisector of an angle
• Construct parallel lines
• Perform construction exercises using the constructions in 4.1 to 4.6
• Use construction to derive some other geometric properties (e.g., shortest distance
from an external point to a line, points on the angle bisector are equidistant from the
sides of the angle)
Competency E1. Describe the Cartesian Coordinate Plane (x-axis, y-axis, quadrant, origin)
Objectives:
At the end of the sessions, the students must be able to:
1. Describe the Cartesian coordinate plane
2. Given a point, describe its distance from the x or y axis
3. Given a point on the coordinate plane, give its coordinates
4. Given a pair of coordinates, plot the points
5. Given the coordinates of a point, determine the quadrant where it is located
B. Ask the students to describe the two lines and their point of intersection, to develop the following
ideas:
The two number lines, which are perpendicular lines, are called coordinate axes.
The horizontal line is called the x-axis.
The vertical line is called the y-axis
y-axis.
The point where the two lines intersect is called the origin and is labeled 0 on both axes.
The two axes divide the plane into four regions called quadrants: the first, second, third and
fourth quadrants in a counterclockwise direction.
C. State that each point in the coordinate plane has corresponding distance from the y-axis and
from the x-axis, that a pair of numbers is needed to tell how many units to the right or left of
the y-axis and how many units above or below of the x-axis the point is located. The pairs of
numbers will be the name of the point. This pair of numbers is called ordered pair.
pair
D. Present the following examples and ask students to describe the distance of each point from the
y or x-axis
1. If x = -2 answer: the point is 2 units to the left of the y-axis
Hence, the ordered pair (-2, 3) is located 2 units to the left of the y-axis and 3 units above the
x-axis.
E. Let the student observe what the signs are of the coordinates of the points in the different
quadrants. (Both positive in quadrant 1, negative-positive in II, negative-negative in III, and
positive-negative in IV.)
F. State that in the ordered pair (x, y), x and y are called coordinates of the point. x is called the
x-coordinate or abscissa and y is called the y-coordinate or ordinate.
Ask students to give the coordinates of each point pictured in the graph. e.g. A (3,2)
1. B ans. (5,6)
2. C (-7,4)
3. D (-4,5)
4. E (1,0)
5. F (0,-2)
6. G (8,-4)
7. H (9,3)
8. I (-9,-3)
9. J -2
10. K
H. Then proceed to the plotting of points by asking the students to locate the points in the plane
whose coordinates are (3,5). State that the process of marking a point in a plane is called plotting
the points.
points
I. Present the following example
Locate the points P(-1,2), Q(2,3), R(-3,-4), S(3,-5) in the plane.
J. State that when an entire set of ordered pairs is plotted, the corresponding set of points in the
plane represents the graph of the set. Sometimes the points in the graph form a recognizable
pattern, just like the example that follows:
Plot the points on the graph provided. Connect each point with the next one by a line segment in
the order given.
1. (2,0) 6. (-3, -3) 11. (2, -7)
2. (2,6) 7. (-3. -7) 12. (3, -7)
3. (0,10) 8. (-2, -7) 13. (3, -3)
4. (-2,6) 9. (-1, -6) 14. (2, -2)
5. (-2, -2) 10. (1, -6) 15. (2,0)
To see whether the students understand the concept of plotting points, go over exercises on
___________.
Suggested Teaching Strategies:
1. Provision for Life Skills or Higher Order Thinking Skills
- In plotting points, help the students to realize through several examples that every
point on a vertical line has the same x-coordinate and every point on the horizontal
line has the same y-coordinate.
- Cite instances where the use of the Cartesian plane is found. Assign student to
observe and find other applications of the plane.
Objective:
At the end of the sessions, the students should be able to:
1. Identify the following special products:
a. Square of a binomial,
b. Difference of two squares,
c. Sum or difference of two cubes.
A. Give the students a review of products of polynomials by going over the following exercises in class
and asking the students to recite.
1. Product of a polynomial and a monomial
Find the following products:
a. 2x(3x+4)=6x
b.
c.
d.
e.
a.
b.
c.
d.
e.
B. Start the study of special products with a discussion of squares of binomials.
1. Let the students do the following exercise by pairs:
Find the following products:
a.
b.
c.
d.
e.
C. Process the activity by going over the answers to the questions. State that these answers suggests the
characteristics of a special product called a Perfect Square Trinomial (PST). Based on the exercise
they just did, the students should be able to see that a PST results from multiplying a binomial with
itself. In other words, a PST is a square of a binomial. Repeat the characteristics of a PST.
D. Test if the students would be able to identify perfect square trinomials by asking them to answer the
exercises on page _____. (Note: The teacher may give exercises of the suggested form below:
Practice Exercise:
Identify whether the given trinomial is a PST or NOT. Write PST or NOT PST.
_____1. _____4.
_____2. _____5.
_____3.
E. Introduce the next special product by asking the students to find the following products using the
FOIL method.
1.
2.
3.
4.
5.
F. Let the students observe the product in each case. (The products are all binomials; the operation
in each one is subtraction; the terms are both perfect squares.) Ask them to describe what are the
products of the outer terms and inner terms when they apply FOIL. (They are additive inverses of
each other.) Present the special product called Difference of Two squares (DOTS). Summarize the
characteristics of a difference of two squares and describe what factors result to DOTS.
G. For the development of the idea of a sum of two cubes or difference of two cubes, use the same
strategy used to develop the idea of a difference of two squares. Let the students find the products
of pairs of factors which result to a sum of two cubes and factors which result to a difference of two
cubes. Ask the students to observe the products and what are common to these products. Explain
that these are special products because they can be easily obtained by inspecting the factors without
having to do the multiplication process.
Objective:
At the end of the sessions, the students must be able to:
1. factor completely a given polynomial.
Factor .
Ask the students to examine the polynomial and find out what case it is. State that it is a
trinomial but of 3rd degree so it is not the same as the trinomials we studied which are products
of two binomials. Lead the students to see the common monomial factor.
Call the students’ attention to the trinomial factor. Ask them to examine it. They should realize
that it is still factorable.
Present now the idea of a completely factored polynomial. Consider other examples.
1.
2.
Challenge the students to factor completely. Let them investigate and discuss with a seatmate.
Discuss the technique of grouping the terms before factoring, using the given polynomial.
1. 4xy+4x+3y+3 = (4xy+4x)+(3y+3)
= 4x(y+1)+3(y+1)
= (y+1)(4x+3)
2. ax+2a-bx-2b+cx+2c = (ax-bx+cx)+(2a-2b+2c)
= x(a-b+c)+2(a-b+c)
= (a-b+c)+(x+2)
Stress that in each case, the terms are grouped in such a way that a common factor appears in each
group.
D. Consider other examples which involve factoring polynomials with more than two factors. Guide the
students in factoring by asking them to examine each of the factors in every step of the solution.
1. Is still factorable?
Do you see any common factor?
2.
Note: Ask the students to justify the following when the need comes up in the discussion.
a. Is equal to (x+y) ?
b. Is equal to (x+y) ?
Objectives :
At the end of the session, the students must be able to :
1. define, identify and give an example of a quadratic equation
2. distinguish a quadratic equation from a linear equation
Ask the students why the value of a should not be 0. Clearly, when a = 0, the equation is linear
and not quadratic.
3x2 + 5x – 3 = 0
-9x2 = 10
(3x-7)(5+2x) = 0
B. Lead the students to distinguish between a linear equation and a quadratic equation by asking
them to identify the linear equations and the quadratic equations from a given set of equations.
C. To check whether the students understood the lesson well, ask them to give examples of quadratic
equations.
After the first few examples, challenge them by asking for examples of quadratic equations
where
a. b=0
b. c=0
Competency B2. Review the definition of solution set of an equation; define “root of an equation”
Objectives :
At the end of the session, the students must be able to :
1. recall the definition of the solution set of an equation
2. define “root of an equation”
A. Ask the student to recall what the “solution set of an equation” means.
Define the solution set of an equation as the set of all values for the variable which will make the
equation true.
Below are examples :
Example 1 : The solution set of x+2= 0 is {-2} because –2 + 2 = 0.
B. Then state that each element in the solution set of an equation is a root of the equation.
Hence,
-2 is the root of the equation in Example 1.
Ask the student to give the roots of some equations. Make sure that some equations and some
are quadratic. Make sure that the quadratic equations you will give at this point can be solved by
inspection.
C. Through the other examples in part B, proceed to lead the students to draw a conclusion about the
number of roots a linear equation has and the number of roots a quadratic equation has.
Suggested Teaching Strategies:
1. Provision for Cooperative Learning
- Give the student a puzzle which will allow them to practice how to find the solution
set of simple linear and quadratic equations.
MATH II: QUADRATIC EQUATIONS
Objective :
At the end of the sessions, the students must be able to derive the quadratic formula.
B. Ask the student to multiply both sides of the equation by a or 9a instead of 4a in the second
step and carry out the derivation process. Find out if they are getting the same results. Draw a
conclusion about the term which may be used to multiply the equation with, in the second step
to carry out the derivation of the quadratic formula.
C. Ask the students to rewrite the quadratic formula as
x=
2a
and to memorize this. Tell the students that b - 4ac is called the “discriminant”. Show how
they may use the discriminant to determine whether a given quadratic equation has:
a. equal or unequal roots
b. real or imaginary roots
c. rational or irrational roots
Objectives:
At the end of the session, the students must be able to:
1. Define and identify different kinds of polygons.
2. Illustrate and identify convex and non-convex polygon.
3. Identify the parts of a regular polygon.
A. Show illustrations of different kinds of polygons. Let the students study the figures then ask them
how these were formed. Lead them to the concept that polygons are made of segments intersecting
at its endpoints. Also, no two of its segments with common endpoint are collinear.
B. Ask the students to count the number of vertices, sides and angles. Supply a name for each example.
Clarify that polygons are named according to the number of sides.
Number of Sides Polygons
3 triangle
4 quadrilateral
5 pentagon
6 hexagon
7 heptagon
8 octagon
9 nonagon
10 decagon
12 dodecagon
n-sides n-gon
C. Show illustrations of two kinds of polygons like the ones below.
Ask students to extend the sides. Focus on lines FE and ED. Below will be the result
Answers will lead to the definition of convex and non-convex polygons. Be sure that the students
will be able to distinguish that a polygon is a convex if no two points of a polygon lie on the opposite
sides of a line containing any side of the polygon.
D. Show to the students the following figures in order to come up with the definition of a regular
polygon.
E. After defining a regular polygon, discuss and identify the parts of the regular polygon
F. Tell the students that such kind of polygon is regular, let them formalize the definition.
G. Let the students identify the parts of regular polygon. Sides can be extended to name the exterior
angles.
Competency 3.3. Illustrate, name, and identify different kinds of triangles and their parts
(e.g. legs, base, hypotenuse)
Objectives:
At the end of the sessions, the students must be able to:
1. name and identify different kinds of triangle.
2. classify triangles according to sides and according to angles.
3. name and identify parts of a right triangle.
Distribute cut out triangles to the students. (Prepare 3 triangles : acute, right and obtuse triangles)
State the following: Triangles can be classified according to the measure of their angles?
1. An acute triangle is a triangle with all three angles acute.
2.A right triangle is a triangle with one right angle.
3.An obtuse triangle is a triangle with an obtuse angle.
To see whether the student understand the classification of triangles according to sides, let them
answer the exercises on _____________________.
Let the student identify the kinds of triangles in the chart and describe the characteristics of the two
triangles.
The two congruent sides are called LEGS, the third side is called the BASE, the angles on the base
are called BASE ANGLES.
Explain further that in a Right Triangle the sides that are perpendicular are the legs and the side
opposite the right angle is the hypotenuse.
Show the illustration to help the students visualize these parts.
Give some more figures then ask the students to identify the legs, hypotenuse, base and the base
angles.