1. THE GRADE 9 CURRICULUM Understanding and Appreciating the
CF, CG, LM and TG (Mathematics) 24 April, 2014
2. DEPARTMENT OF EDUCATION
3. DEPARTMENT OF EDUCATION 4 Pics 2 Words
4. DEPARTMENT OF EDUCATION
5. DEPARTMENT OF EDUCATION
6. DEPARTMENT OF EDUCATION
7. DEPARTMENT OF EDUCATION C O N AE LC P T U OER RF M WA K
8. DEPARTMENT OF EDUCATION AE LCNO P T UC KOER RF M WA Youve
guessed the word.
9. Objectives DEPARTMENT OF EDUCATION 1.1. discuss the subject
area Conceptual Frameworkdiscuss the subject area Conceptual
Framework 2.2. familiarize with the content of the CG, TG,
andfamiliarize with the content of the CG, TG, and LMLM 3.3. show
appreciation of the curriculum inshow appreciation of the
curriculum in developing and producing a holistic
Filipinodeveloping and producing a holistic Filipino
learner/childlearner/child
10. Activity 1 (Group Work) DEPARTMENT OF EDUCATION 1. Draw a
caricature of what you envision Filipino Math learners should be
ten years from now. 2. Brainstorm as a group to come up with only
one vision and discuss how this can be achieved. 3. Present the
output to the class.
11. DEPARTMENT OF EDUCATION How do you feel about your group
output? Why?
12. DEPARTMENT OF EDUCATION Do all groups have the same visions
for our Filipino Math learners? What are these common visions?
13. DEPARTMENT OF EDUCATION How can this vision be
achieved?
14. DEPARTMENT OF EDUCATION What is your role in realizing this
vision?
15. DEPARTMENT OF EDUCATION What have you realized from this
activity?
16. The K to 12 Curriculum Framework DEPARTMENT OF
EDUCATION
17. Conceptual Framework of Mathematics Education DEPARTMENT OF
EDUCATION
18. Twin Goals of Mathematics DEPARTMENT OF EDUCATION
19. is the intellectually disciplined process of actively and
skillfully conceptualizing, applying, analyzing, synthesizing,
and/or evaluating information gathered from or generated by,
observation, experience, reflection, reasoning, or communication,
as a guide to belief and action. is the intellectually disciplined
process of actively and skillfully conceptualizing, applying,
analyzing, synthesizing, and/or evaluating information gathered
from or generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief and action. Twin
Goals of Mathematics DEPARTMENT OF EDUCATION
20. Twin Goals of Mathematics is finding a way around a
difficulty, around an obstacle, and finding a solution to a problem
that is unknown. is finding a way around a difficulty, around an
obstacle, and finding a solution to a problem that is unknown.
DEPARTMENT OF EDUCATION
21. DEPARTMENT OF EDUCATION
22. DEPARTMENT OF EDUCATION
23. DEPARTMENT OF EDUCATION
24. DEPARTMENT OF EDUCATION
25. DEPARTMENT OF EDUCATION
26. DEPARTMENT OF EDUCATION
27. DEPARTMENT OF EDUCATION
28. knowing and understanding estimating, computing and solving
visualizing and modeling representing and communicating
conjecturing, reasoning, proving and decision-making applying and
connecting DEPARTMENT OF EDUCATION
29. Manipulative objects Measuring devices Calculators and
computers Smartphones and tablet PCs Internet DEPARTMENT OF
EDUCATION
30. DEPARTMENT OF EDUCATION
31. DEPARTMENT OF EDUCATION
32. DEPARTMENT OF EDUCATION Activity 2 (Group Work) As a group,
study the material assigned to you (CG, LM or TG). Brainstorm to
come up with output based on the following template and report your
output. Material Elements Description/Your general
understanding
33. DEPARTMENT OF EDUCATION 1. How did you find the activity?
Why? 2. What can you say about the CG, TG and LM as presented? What
commonality did you find in your answers? 3. How do you compare
these materials to the one/s you used previously? 4. How will these
materials help you in teaching the subject?
34. DEPARTMENT OF EDUCATION 6. What more do you need to address
these difficulties and be able to deliver the curriculum
effectively? 7. What insights did you gain from this activity? 5.
What difficulty do you foresee in using these materials?
35. Features of the Curriculum Guide (CG) DEPARTMENT OF
EDUCATION A. Conceptual Framework Description Goals Content Areas
Skills and Processes Values and Attitudes Mathematical Tools
Context Theories and Principles B. Learning Standards Learning Area
Standard Key Stage Standards Grade Level Standards - Content/Strand
- Content Standards - Performance Standards - Learning Competencies
(with codes and available learning materials) Glossary Code Book
Legend
36. A. Conceptual Framework DEPARTMENT OF EDUCATION
37. B. Learning Standards DEPARTMENT OF EDUCATION Refer to How
well the student must perform, at what kinds of tasks, based on
what content, to be considered proficient or effective. Answer the
question How well must students do their work? Define what learning
should be achieved.
38. Content Standard DEPARTMENT OF EDUCATION Defines what
students are expected to know, do and understand Answers What
students know and be able to do? The learner demonstrates
understanding of key concepts of quadratic equations, inequalities
and functions, and rational algebraic equations.
39. Performance standard DEPARTMENT OF EDUCATION Defines what
students should create, add value to, transfer Answers How well
must students do their work? The learner is able to investigate
thoroughly mathematical relationships in various situations,
formulate real-life problems involving quadratic equations,
inequalities and functions, and solve them using a variety of
strategies
40. Learning Competencies DEPARTMENT OF EDUCATION Specific
statements of knowledge, process/skills and attitude that students
are expected to demonstrate to attain the content standard
41. CODE BOOK LEGEND Sample: M9AL-Ic-2 DEPARTMENT OF EDUCATION
LEGEND SAMPLE First Entry Learning Area and Strand/ Subject or
Specialization Mathematics M9 Grade Level Grade 9 Uppercase
Letter/s Domain/Content/ Strand/ Topic Algebra AL - Roman Numeral
*Zero if no specific quarter Quarter First Quarter I Lowercase
Letter/s *Put a hyphen (-) in between letters to indicate more than
a specific week Week Third Week c - Arabic Number Competency 2nd
competency for the third week: describes the relationship between
the coefficients and the roots of a quadratic equation. 2
42. CG, LM, and TG DEPARTMENT OF EDUCATION Curriculum Guide
Learners Material (modular) Teachers Guide A.A.
ConceptualConceptual FrameworkFramework B.B. LearningLearning
StandardsStandards ContentContent PerformancePerformance
LearningLearning CompetenciesCompetencies Learning
StandardsLearning Standards ContentContent PerformancePerformance
LearningLearning CompetenciesCompetencies Objectives Activities
Assessment Defining Learning OutcomesDefining Learning Outcomes
Grade Level StandardGrade Level Standard Content StandardContent
Standard Performance StandardPerformance Standard Learning
CompetenciesLearning Competencies Objectives Activities
Assessment
43. DEPARTMENT OF EDUCATION Learners Material Teachers Guide A.
Learning Outcomes Content Standard Performance Standard (Unpacking
the Standards for Understanding) B. Planning for Assessment
Product/ Performance Assessment Map (Pre-Assessment, Formative,
Summative) Assessment Matrix (for Summative Test) Parts of the LM
and TG
44. DEPARTMENT OF EDUCATION Learners Material Teachers Guide
Introduction Lessons and CoverageLessons and Coverage (Module
Map)(Module Map) C. Planning for Teaching- Learning Introduction
Objectives Parts of the LM and TG big picture of what is expected
to be learned clear directions and purpose of the module define the
enabling knowledge and skills to develop the desired competencies
leading to the attainment of CS and PS
45. DEPARTMENT OF EDUCATION Parts of the LM and TG Learners
Material Teachers Guide Pre-Assessment Learning Goals and
TargetsLearning Goals and Targets Instructional
ActivitiesInstructional Activities What to KNOWWhat to KNOW
Pre-Assessment (Answer Key) Learning Goals and TargetsLearning
Goals and Targets Instructional ActivitiesInstructional Activities
What to KNOWWhat to KNOW may employ the paper and pencil test or
alternative tools to find out students knowledge, skills and
understanding activate prior knowledge of the learner elicit
responses to provocative and critical questions identification and
clarification of misconceptions assessment of students
knowledge
46. DEPARTMENT OF EDUCATION Parts of the LM and TG Learners
Material Teachers Guide What to PROCESSWhat to PROCESS What to
REFLECT andWhat to REFLECT and UNDERSTANDUNDERSTAND What to
PROCESSWhat to PROCESS What to REFLECT andWhat to REFLECT and
UNDERSTANDUNDERSTAND activities requiring students to process/make
sense of the information assess students skills questions that
enable students to construct their own meanings/ understanding
additional activities and reading resources to enrich/broaden their
understanding provocative or critical questions to draw learners
core understanding check student readiness (ASSESSMENT AS question,
checklist, etc.)
47. DEPARTMENT OF EDUCATION Parts of the LM and TG Learners
Material Teachers Guide What to TRANSFERWhat to TRANSFER
Summary/Synthesis/Summary/Synthesis/ GeneralizationGeneralization
What to TRANSFERWhat to TRANSFER
Summary/Synthesis/Summary/Synthesis/ GeneralizationGeneralization
overview of what is expected opportunity to transfer the learning
through product or performance describe the tools for assessing the
product/performance based on real life situations GRASPS with
assessment criteria provide a summary or synthesis of what has been
learned from the lesson/module provide a linking/connecting
statement of the lesson/module to the next lesson/module
48. DEPARTMENT OF EDUCATION Parts of the LM and TG Learners
Material Teachers Guide Glossary of Terms References and Website
Links Used in the Module Post-Assessment Glossary of Terms
References and Website Links Used in the Module a summative
assessment tool/s that will cover the entire module/lesson key to
correction shall be included in the TG
49. Application DEPARTMENT OF EDUCATION Go back to the vision
statement and compare it with the DepEd Vision Mission.
50. The DepEd Vision DEPARTMENT OF EDUCATION We dream of
Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and
contribute meaningfully to building the nation. As a
learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.