Math-DBOW-2022-2023.pdf

REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
MELCs
Definitive Budget of Work
(DBOW)
MATHEMATICS

MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN MATHEMATICS 1 TO 10 FOR SY 2022-2023
This Definitive Budget of Work in Mathematics for Grades 1 to 10 is based on the Most Essential Learning Competencies (MELCs) in
Mathematics which were sub-tasked to ensure the full coverage of the MELCs given the number of school days in the school calendar
in this time of pandemic. This aims to serve as a guide to Mathematics teachers in the National Capital Region on the topics they need
to teach in order to meet the standards of the curriculum.
Features/Elements
The MELCs Definitive Budget of Work (DBOW) in Mathematics has the following components:
A QUARTER 1
B Content Standard:
C Performance Standard:
D
#
E MELC G Number of days
taught
H Remarks
1 E
F Day 1:
Day 2:
Day 3:
Day 4:
A: is the quarter covered by the DBOW on the particular grade level in Mathematics
B: lists down the content standard/s for the particular math domain
C: lists down the performance standard/s for the particular math domain
D: is the continuous numbering of MELCs in the grade level. In this way, it would be easier to identify any MELC in any grade level. It can
be noted that there are 544 MELCs in Mathematics from Grades 1 to 10 which breakdown as follows:
Grade 1 – 38 Grade 3 – 56 Grade 5 – 75 Grade 7 – 53 Grade 9 – 46
Grade 2 – 54 Grade 4 – 67 Grade 6 – 62 Grade 8 – 52 Grade 10 – 41
E: is the list of MELCs in the identified quarter. Note that those in bold font are the original MELCs issued by the central office.
F: is the unpacked/sub-tasked MELCs broken down into smaller learning competency (LC) distributed to the number of days indicated
in the time allotment of MELCs. However, most of the time, the DBOW writers veered away from the time allotment since the issued
MELCs of the Central Office contains 9 weeks per quarter in Mathematics, but the school calendar only has 8 weeks per quarter. There
are also instances that the MELC cannot be unpacked since the MELC is already too specific.

G: shows the number of days the specified MELCs should be taught.
H: contains the remarks indicating the prerequisite skills that needed to be taught prior to the teaching of the specified MELC. It also
contains tips and advice on how to better foster among learners the mastery of the indicated MELC.
Prerequisite competencies that were indicated in column H came from the quarterly MELCs audit conducted by the Curriculum and
Learning Management Division (CLMD) of DepEd-NCR during the SY 2020-2021. The MELCs audit showed competencies that were not
covered by teachers in the said school year. This is to address learning gaps that might occur since the mathematics curriculum is in a
spiral progression.
How to Use this MELCs DBOW in Mathematics
This MELCs DBOW in Mathematics is a guide for teachers that they can use as a reference in crafting their learning plan as well as
the Weekly Learning Plan for learners.
Math teachers should:
• be aware of the features/elements of this DBOW as discussed in the previous section.
• look for the grade level being handled and the quarter at the time of teaching.
• identify the MELC that needs to be taught for the quarter.
• be conscious of the prerequisite competency/ies indicated in column H that they need to discuss prior to the teaching of the
current competency. It is recommended that the discussion and exercises for the prerequisite competency be given during
Saturdays as a remediation activity addressing the learning gap.
• consider the tips or advice also placed under column H in order to enhance the mastery of the competencies.
• examine and implement the LC per day in order to fully cover the MELC.
• design lessons using the DBOW considering the number of days the MELC must be taught.
• deliver the LCs as specified in the DBOW using varied platforms considering the learning modality of the learner.
Note that the DBOW only covers instructional time – the time devoted for teaching. The DBOW does not include the time for orientations,
formative and summative assessments, remediation, and other teaching and learning activities to give way for the academic freedom
of teachers. According to the school calendar, there are around 52 days every quarter and yet the maximum number of instructional
days that can be seen in this DBOW is only 32 days. This means that the teacher has 20 days to devote for learning recovery and more
opportunities for exercises through the formative assessment, orientation, conduct of summative assessments, intervention activities, etc.
To illustrate this, Day 1 (August 22, first day of classes) doesn’t mean to be the Day 1 of instruction here in DBOW since we all know that
orientation is usually conducted during the first day of class. Hence, Day 1 of instruction might fall on Day 2 or even Day 3 of the school
year depending on the class schedule of the learner and the strategy of the teacher.

MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN MATHEMATICS 1 TO 10 FOR SY 2021-2022
TECHNICAL WORKING GROUP
This MELCs Definitive Budget of Work in Mathematics for Grades 1 to 10 has been made possible because of the following people:
Grade Level Role Name Position School SDO
G1
Team Leader Jennifer B. Mondoy Math EPS Caloocan City
Writer Ma. Cristina Frondozo MT 1 Potrero ES 1 Malabon City
Writer Ma. Cristina E. Dullas MT 1 Bgumbayan Elementary School Navotas City
G2
Team Leader Emelita Bautista Math EPS Muntinlupa City
Writer Vanessa A. Pasion T3 La Huerta Elementary School Paranaque City
Writer Sherly A. Alday T3 Isaac Lopez Integrated School Mandaluyong City
G3
Team Leader Emma Cunanan Math EPS Paranaque City
Writer Judy Anne C. Santiago MT 1 Bangkulasi Elem School Navotas City
Writer Belen R. Dizor MT 1 San Juan ES San Juan City
G4
Team Leader Joel Feliciano Math EPS Quezon City
Writer Wilma L. Garcia T3 EMS Signal Village ES Taguig City and Pateros
Writer Sharon M. Sergio MT 1 Don Carlos Village ES Pasay City
G5
Team Leaders
Remylinda Soriano Math EPS Manila City
Rogelio Junio Math EPS Pasay City
Writer Samuel Z. Sison T3 Placido del Mundo ES Quezon City
Writer Allan G. Salonatin MT 1 Caybiga ES Caloocan City
G6
Team Leaders
Teresita Tagulao Math EPS Pasig City
Mirasol Rongavilla Math EPS Taguig City and Pateros
Writer Nely D. Baylon MT II Beata ES City of Manila
Writer Eliza Junio MT I Caniogan ES Pasig City
G7
Team Leaders
Gina Aguitez Math EPS Las Pinas City
Evelyn Callada Math EPS Malabon City
Writer Lovely Rose D. Bamba T3 Bagumbong HS Caloocan City
Writer Bielynda C. Daelo MT 1 Jesus Dela Peña NHS Marikina City
G8
Team Leaders
Michael Lee Math EPS Makati City
Helen Acedo Math EPS San Juan City
Writer Gabriel T. Vargas II MT 1 Tinajeros NHS Malabon City
Writer Dianne V. Pellazar T 1 Veinte Reales National HS Valenzuela City

Grade Level Role Name Position School SDO
G9
Team Leaders
Restituto Rodella Math EPS Mandaluyong City
Dominador Villafria Math EPS Marikina City
Writer Krystelle R. Dumlao T3 Muntinlupa National High School TA Muntinlupa City
Writer Marvin Ocampo T 1 Gen. Pio del Pilar NHS Makati City
G10
Team Leaders
Alberto Tiangco Math EPS Navotas City
Marilyn Soriano Math EPS Valenzuela City
Writer Diana Grace B. Aniban MT I Manila Science HS City of Manila
Writer Helen M. Tan MT1 Las Pinas East National High School Las Pinas City
Over-all Focal Person Bernadeth C. Daran Math EPS Regional Office, DepEd-NCR

Learning Area: MATHEMATICS Grade Level: 1
QUARTER 1
Content Standard: The learner demonstrates understanding of whole numbers up to 100, ordinal numbers up to 10th, money up to
PhP100.
Performance Standard:
1. The learner is able to recognize, represent, and order whole numbers up to 100 and money up to PhP100 in various forms and
contexts.
2. The learner is able to recognize, and represent ordinal numbers up to 10th, in various forms and contexts.
# MELC Number of days taught Remarks
1 Visualizes, represents, and counts numbers from 0
to 100 using a variety of materials and methods. (M1NS-Ia-1.1)
3 days
Day 1: visualizes, represents, and counts numbers from 0 to 20 using a variety of materials
and methods.
Day 2: represents and counts numbers from 21 to 50 using a variety of materials and
methods.
Day 3: represents and counts numbers from 51 to 100 using a variety of materials and
methods.
2 identifies the number that is one more or one less from a given number. (M1NS-Ib-3) 2 days
Day 4: identifies and writes the number that is one more than a given number
Day 5: identifies and writes the number that is one less than a given number
3 regroups sets of ones into sets of tens and sets of tens into hundreds using objects. (M1NS-
Id-5)
2 days
Day 6: regroups sets of ones into sets of tens using objects
Day 7: regroups sets of tens into sets of hundreds using objects
4 compares two sets using the expressions “less than,” “more than,” and “as many as” and
orders sets from least to greatest and vice versa.
4 days
Day 8 to 9: compares two sets using the expression “less than”, “more than”, and “as
many as”
Day 10: order sets from least to greatest
Day 11: order sets from greatest to least
5 reads and writes numbers up to 100 in symbols and in words. (M1NS-If-9.1) 3 days
Day 12: reads and writes numbers from 1 to 20 in symbols and in words.
Day 13: reads and writes numbers from 21 up to 50 in symbols and in words.
Day 14: reads and writes numbers from 51 up to 100 in symbols and in words.

6 visualizes and gives the place value and value of a digit in one- and two-digit numbers.
(M1NS-Ig-10.1)
3 days
Day 15: visualizes and gives the place value of a digit in one-and two-digit numbers.
Day 16: visualizes and gives the value of a digit in one- and two -digit numbers
Day 17: visualizes and gives the place value and value of a digit in one- and two-digit
numbers
7 renames numbers into tens and ones. (M1NS-Ig-11) 3 days
Day 18: rename numbers into tens
Day 19: rename numbers into ones
Day 20: renames numbers into tens and ones
8 compares numbers up to 100 using relation symbol and orders them in increasing or
decreasing order.
4 days
Day 21: identifies and uses different relation symbols in comparing numbers up to 50
Day 22: use different relation symbols in comparing numbers from 51 to 100.
Day 23: visualizes, represents, and orders numbers up to 100 in increasing order
Day 24: visualizes, represents, and orders numbers up to 100 in decreasing order
9 Identifies, reads, and writes ordinal numbers: 1st, 2nd, 3rd, up to 10th object in a given set
from a given point of reference.
4 days
Day 25: identifies and reads ordinal numbers up to 10th in symbols and in words
Day 26: writes ordinal numbers from 1st up to 10th object in a given set from a given point
of reference using concrete models
Day 27: writes ordinal numbers from 1st up to 10th object in a given set from a given point
of reference using pictures
Day 28: Arrange objects in ordinal sequence
10 recognizes and compares coins and bills up to PhP100 and their notations. (M1NS-Ij-19.1) 4 days
Day 29: recognizes, represents the different Philippine coins (incl. features) and gives the
value of each coin
Day 30: recognizes bills up to Php 100 and their notations (incl. features)
Day 31: compares coins up to Php 20
Day 32: compares bills from Php 20 to Php 100

QUARTER 2
Content Standard: The learner demonstrates understanding of addition and subtraction of whole numbers up to 100 including money
Performance Standard: The learner is able to apply addition and subtraction of whole numbers up to 100 including money in
mathematical problems and real-life situations.
# MELC Number of
days taught
Remarks
11 illustrates addition as “putting together or combining or joining
sets” (M1NS-IIa-23)
2 days
Day 1: identifies and combines sets
Day 2: uses symbols and identifies addition components in
combining or joining sets
12 visualizes and adds the following numbers using appropriate
techniques:
a. two one-digit numbers with sums up to 18
b. three one-digit numbers
c. numbers with sums through 99 without and with regrouping
5 days Emphasize the concept of grouping
property of addition, specifically during Day
8 lesson.
Tell that the quantity of a set of objects
does not change even though the
arrangement has changed (i.e., the
child should be able to tell that one set
of counters placed in one-to-one
correspondence and then rearranged
still has the same quantity), Kinder Q2
Day 3: visualizes and adds two one-digit numbers with
sums up to 18
Day 4: adds two one-digit numbers using appropriate
mental techniques e.g., Adding doubles and/or
near-doubles
Day 5: visualizes and adds three one-digit numbers
Day 6: visualizes and adds numbers with sums through 99 without
regrouping
Day 7: visualizes and adds numbers with sums through 99 with
regrouping
13 visualizes and solves one-step routine and nonroutine problems
involving addition of whole numbers including money with sums
up to 99 using appropriate problem-solving strategies. (M1NS-IIe-
29.1)
5 days
Day 8: visualizes one-step routine problems involving
addition with sums up to 99 using concrete models/pictures
Day 9: solve one-step routine problems involving
addition with sums up to 99 using the steps in solving word
problems
Day 10: visualizes one-step non-routine problems involving
addition with sums up to 99 using concrete models/pictures

Day 11: solves non-routine problems involving addition of whole
numbers with sums up to 99 using appropriate problem-solving
strategies
Day 12: solves routine and non-routine addition problems involving
money with sums up to 99 using appropriate problem-solving
strategies
14 illustrates subtraction as “taking away” or comparing” elements of
sets. (M1NS-IIf-24)
2 days
Day 13: compares sets of elements as to which is the
greater set and takes away the elements of the smaller set from
the elements of the greater set by pairing
Day 14: recognizes subtraction symbols and components
15 illustrates that addition and subtraction are inverse operations.
(M1NS-IIf-25)
2 days
Day 15: visualizes and demonstrates that addition is an inverse
operation of subtraction
Day 16: visualizes and demonstrates subtraction as an inverse
operation of addition
16 visualizes, represents, and subtracts the following numbers:
a. one-digit numbers with minuends through 18 (basic facts)
b. one- to two-digit numbers with minuends up to 99 without
regrouping
c. one- to two-digit numbers with minuends up to 99 with
regrouping
7 days
Day 17: visualizes and represents subtraction using concrete
objects and pictures
Day 18: subtracts one-digit numbers with minuends
through 18
Day 19: visualizes and represents concrete objects and pictures of
one- to two-digit numbers in a subtraction sentence
Day 20: subtracts one- to two-digit numbers with minuends up to
99 without regrouping
Day 21: visualizes and represents concrete objects/pictures
involving subtraction with regrouping in a number sentence
Day 22: uses the expanded form to explain subtraction with
regrouping
Day 23: subtracts one- to two-digit numbers with minuends up to
99 with regrouping

17 subtracts mentally one-digit numbers from two-digit minuends without regrouping using
appropriate strategies. (M1NS-IIi-33.1)
4 days
Day 24: performs subtracting mentally one-digit numbers from two-digit minuends without
regrouping using two parts and using known subtraction parts
regrouping using tens and ones, and adding
regrouping by adding up to find the difference and subtracting an easy number that is
close and correcting the answer
regrouping using all mental subtraction strategies
18 visualizes, represents, and solves routine and nonroutine problems involving subtraction of
whole numbers including money with minuends up to 99 with and without regrouping using
appropriate problem-solving strategies and tools. (M1NS-IIi-34.1)
5 days
Day 28: visualizes and represents one-step routine problems involving subtraction with sums
up to 99 using concrete models/pictures
Day 29: solve one-step routine problems involving
subtraction with sums up to 99 using the steps in solving word problems
Day 30: visualizes one-step non-routine problems involving subtraction with sums up to 99
using concrete models/pictures
Day 31: solves non-routine problems involving subtraction of whole numbers with sums up to
99 using appropriate problem-solving strategies
Day 32: solves routine and non-routine subtraction problems involving money with sums up
to 99 using appropriate problem-solving strategies
QUARTER 3
Content Standard: The learner demonstrates understanding of fractions ½ and 1/4.
Performance Standard: The learner is able to recognize, represent, and compare fractions ½ and 1/4 in various forms and contexts.
19 Counts groups of equal quantity using concrete objects up to 50 and writes an equivalent
expression. e.g., 2 groups of 5 (M1NS-IIIa-37)
2 days
Day 1: Count groups of equal quantity using concrete objects from 1 up to 50.
Day 2: Write an equivalent expression for the group of equal quantity of objects up to 50.

20 Visualizes, represents, and separates objects into groups of equal quantity using concrete
objects up to 50. e.g., 10 grouped by 5s (M1NS-IIIa-48)
1 day
Day 3: Visualize, represents and separates objects into groups of equal quantity using
concrete objects up to 50. e.g., 10 grouped by 5s
21 Visualizes, represents, and divides a whole into halves and fourths and identifies ½ and ¼ of
a whole object.
4 days
Day 4: Visualizes, represents, and divides halves of a whole.
Day 5: Visualizes and identifies ½ of a whole.
Day 6: Visualizes, represents, and divides fourths of a whole.
Day 7: Visualizes and identifies ¼ of a whole.
22 Visualizes, represents and divides the elements of sets into two groups of equal quantities to
show halves and four groups of equal quantities to show fourths
4 days
Day 8: Visualizes and represents elements of sets into two groups of equal quantities to show
halves.
Day 9: Divides the elements of sets into two groups of equal quantity to show halves.
Day 10: Visualizes and represents elements of sets into four groups of equal quantities to
show fourths.
Day 11: Divides the elements of sets into four groups of equal quantity to show fourths.
23 Visualizes and draws the whole region or set given its ½ and/or ¼ (M1NS-IIId-75)
2 days
Day 12: Visualizes and draws the whole region or set given its ½.
Day 13: Visualizes and draws the whole region or set given its ¼.
Content Standard: The learner demonstrates understanding of 2-dimensional and 3-dimensional figures.
Performance Standard: The learner is able to describe, compare, and construct 2-dimensional and 3-dimensional objects
24 Identifies, names, and describes the four basic shapes (square, rectangle, triangle and
circle) in 2-dimensional (flat/plane) and 3- dimensional (solid) objects. (M1GE-IIIe-1)
4 days
Day 14: Identify and names the four basic shapes in a 2-dimensional (flat/plane).
Day 15: Describes the four basic shapes in a 2-dimensional (flat/plane).
Day 16: Identify and names the four basic shapes in a 3-dimensional (solid)objects.
Day 17: Describes the four basic shapes in a 3 dimensional (solid) objects.
25 Draws the four basic shapes. (M1GE-IIIf-3)
1 day
Day 18: Draw the four basic shapes.
26 Constructs three dimensional objects (solid) using manipulative materials. (M1GE-IIIf-4)
1 day
Day 19: Construct three dimensional objects (solid) using variety of manipulative materials.

Content Standard: The learner demonstrates understanding of continuous and repeating patterns and mathematical sentences.
Performance Standard: The learner is able to apply knowledge of continuous and repeating patterns and number sentences in
various situations.
27 Determines the missing term/s using one attribute in a given continuous pattern
(letters/numbers/events) and in a given repeating pattern (letters, numbers, colors, figures,
sizes, etc.).
4 days
Day 20: Determines the missing term/s using one attribute in a given continuous pattern
(letters) and in a given repeating pattern (letters).
(numbers) and in a given repeating pattern (numbers).
(shapes) and in a given repeating pattern (shapes).
(colors) and in a given repeating pattern (colors).
28 Constructs equivalent number expression using addition and subtraction. e.g. 6 + 5 = 12 – 1
(M1AL-IIIh-8)
2 days
Day 24: Identifies equivalent number expression using addition and subtraction. e.g. 6 + 5 =
12 – 1
Day 25: Constructs equivalent number expression using addition and subtraction. e.g. 6 + 5
= 12 – 1
29 Identifies and creates patterns to compose and decompose using addition. e.g. 7 = 0 + 7, 1
+ 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0 (M1AL-IIIi-9)
2 days
Day 26: Identifies and creates patterns to compose and using addition. e.g. 7 = 0 + 7, 1 + 6,
2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0
Day 27: Identifies and creates patterns to decompose using addition. e.g. 7 = 0 + 7, 1 + 6, 2
+ 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0
30 Visualizes and finds the missing number in an addition or subtraction sentence using a
variety of ways e.g. n + 2 = 5 5 – n = 3 (M1AL-IIIj-10)
4 days
Day 28: Visualizes and finds the missing number in an addition sentence e.g. n + 2 = 5
Day 29: Visualizes and finds the missing number in a subtraction sentence e.g. 5 – n = 3
Day 30: Visualizes and finds the missing number in a subtraction sentence e.g. n – 2 = 3
Day 31: Visualizes and finds the missing number in an addition or subtraction sentence using
a variety of ways e.g. n + 2 = 5 5 – n = 3

QUARTER 4
Content Standard: The learner demonstrates understanding of time and nonstandard units of length, mass and capacity.
Performance Standard: The learner is able to apply knowledge of time and non-standard measures of length, mass, and capacity in
mathematical problems and real-life situations
31 Tells the days in a week; months in a year in the right order. (M1ME-IVa-1)
2 days
Day 1: Tells the days in a week in the right order.
Day 2: Tells the months in a year in the right order.
32 Determines the day or the month using a calendar. (M1ME-IVa-2)
2 days
Day 3: Determines the days of the week using a calendar.
Day 4: Determines the months of the year using a calendar.
33 Tells and writes time by hour, half-hour and quarter hour using analog clock. (M1ME-IVb-3)
6 days
Day 5: Tells and writes time by hour using analog clock.
Day 6: Tells and writes time by half-hour using analog clock.
Day 7: Tells and writes time by minutes using analog clock.
Day 8: Tells and writes time by quarter past using analog clock.
Day 9: Tells and writes time by quarter to using analog clock.
Day 10: Tells and writes time by hour, half-hour, minutes and quarter hour using analog
clock
34 Solves problems involving time (days in a week, months in a year, hour, half-hour, and
quarter-hour) (M1ME-IVb-4)
9 days
Day 11: Solves problems involving time (days in a week)
Day 12: Solves problems involving time (months in a year)
Day 13: Solves problems involving time (hour)
Day 14: Solves problems involving time (half-hour)
Day 15: Solves problems involving time (minutes)
Day 16: Solves problems involving time (quarter past hour)
Day 17: Solves problems involving time (quarter to)
Day 18: Solves problems involving time (days in a week, months in a year)
Day 19: Solves problems involving time (days in a week, months in a year, hour, half-hour,
and quarter-hour)
35 Compares objects using comparative words: short, shorter, shortest; long, longer, longest;
heavy, heavier, heaviest; light, lighter, lightest. (M1ME-IVc-19)
5 days
Day 20: Compares objects using comparative words: short, shorter, shortest.
Day 21: Compares objects using comparative words: long, longer, longest.
Day 22: Compares objects using comparative words: heavy, heavier, heaviest.
Day 23: Compares objects using comparative words: light, lighter, lightest.

Day 24: Compares objects using comparative words: short, shorter, shortest; long, longer,
longest; heavy, heavier, heaviest; light, lighter, lightest.
36 Estimates and measures length, mass and capacity using non- standard units of measures.
3 days
Day 25: Estimates and measures length using non-standard units of measures.
Day 26: Estimates and measures mass using non-standard units of measures.
Day 27: Estimates and measures capacity using non-standard units of measures.
Content Standard: The learner demonstrates understanding of pictographs without scales and outcomes of an event.
Performance Standard: The learner is able to interpret simple representations of data (tables and pictographs without scales).
37 Infers and interprets data presented in a pictograph without scales. e.g. finding out from the
title what the pictograph is all about, comparing which has the least or greatest (M1SP-IVh-
3.1)
2 days
Day 28: Infers and interprets data presented in a pictograph without scales. e.g. finding out
from the title what the pictograph is all about.
Day 29: Infers and interprets data presented in a pictograph without scales. e.g. comparing
which has the least or greatest.
38 Solves routine and non-routine problems using data presented in pictograph without scales.
(M1SP-IVh-4.1)
2 days
Day 30: Solves routine problems using data presented in pictograph without scales.
Day 31: Solves non-routine problems using data presented in pictograph without scales.

QUARTER 1
Content Standard:
1. The learner demonstrates understanding of whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100.
2. The learner demonstrates understanding of addition of whole numbers up to 1000 including money.
1. The learner is able to recognize, represent, compare, and order whole numbers up to 1000, ordinal numbers up to 20th, and money
up to PhP100 in various forms and contexts.
2. The learner is able to recognize and represent ordinal numbers up to 20th in various forms and contexts.
3. The learner is able to apply addition of whole numbers up to 1000 including money in mathematical problems and real life
situations.
1 Visualizes and represents numbers from 0-1000 with emphasis on numbers 101 – 1 000
using a variety of materials. (M2NS-Ia-1.2)
2 Days
Day 1: Visualizes and represents numbers from 0-1000 with emphasis on numbers 101-500
using a variety of materials
Day 2: Visualizes and represents numbers from 0-1000 with emphasis on numbers 501-1000
using a variety of materials
2 Gives the place value and finds the value of a digit in three-digit numbers. (M2NS-Ib-10.2) 2 Days
Day 3: Identifies and gives the place value of a digit in three-digit numbers
Day 4: Finds the value of a digit in three-digit numbers.
3 Visualizes and counts numbers by 10s, 50s, and 100s. (M2NS-Ib-8.2) 2 Days
Day 5: Visualizes and counts numbers by 10s.
Day 6: Visualizes and counts numbers by 50s and by 100s.
4 Reads and writes numbers up to 1 000 in symbols and in words. (M2NS-Ic-9.2) 2 Days
Day 7: Reads and writes numbers from 101 up to 500 in symbols and in words
Day 8: Reads and writes numbers from 501 up to 1000 in symbols and in words
5 Visualizes and writes three-digit numbers in expanded form. (M2NS-Ic-14) 2 Days
Day 9: Visualizes three-digit numbers in expanded form
Day 10: Writes three-digit numbers in expanded form

6 Compares numbers up to 1000 using relation symbols and
orders numbers up to 1 000 in increasing or decreasing
order.
3 Days Prior to teaching this competency,
give inputs and practice on:
Compares numbers up to 100 using
relation symbol and orders them in
increasing or decreasing order (G1,
Q1)
Day 11: Compares numbers up to 1000 using relation symbols
>, <, =
Day 12: Orders numbers up to 1000 in increasing order
Day 13: Orders numbers up to 1000 in decreasing order
7 Identifies, reads and writes ordinal numbers from 1st through
the 20th object in a given set from a given point of reference.
Identifies, reads, and writes ordinal
numbers: 1st, 2nd, 3rd up to 10th object
in a given set from a given point of
reference. (G1, Q1)
Day 14: Identifies the 1st through the 20th object in a given set
from a given point of reference
Day 15: Reads and writes ordinal numbers from 1st through
the 20th
8 Reads and writes money in symbols and in words through
PhP100. (M2NS-If-20.1)
2 Days
Day 16: Reads and writes money with value through P100
(bills and coins)
Day 17: Reads and writes money in symbols and in words
through P100
9 Counts the value of a set of bills or a set of coins through
PhP100 (peso-coins only; centavo-coins only; peso-bills only
and combined peso-coins and peso bills). (M2NS-If-21)
Recognizes and compares coins and
bills up to P100 and their notations.
(G1, Q1)
Day 18: Counts the value of a set of centavo coins
Day 19: Counts the value of a set of peso coins and peso-bills
Day 20: Counts the value of a set of combined peso-coins
and peso bills
10 Compares values of different denominations of coins and
paper bills through PhP100 using relation symbols. (M2NS-If-
22.1)
2 Days
Day 21: Compares values of different denominations of coins
through PhP100 using relation symbols.
Day 22: Compares values of different denominations of
paper bills through PhP100 using relation symbols.

11 Illustrates the properties of addition (commutative, associative, identity) and applies each
in appropriate and relevant situations. (M2NS-Ig-26.3)
2 Days
Day 23: Illustrates the identity and commutative property of addition and applies in
appropriate and relevant situations
Day 24: Illustrates the associative property of addition and applies in appropriate and
relevant situations
12 Visualizes, represents, and adds the following numbers with sums up to 1000 without and
with regrouping:
a. 2-digit by 3-digit numbers
b. 3-digit by 3-digit numbers
3 Days
Day 25: Visualizes, represents, and adds 2-digit by 3-digit and 3-digit by 3-digit numbers with
sums up to 1000 without regrouping
Day 26: Visualizes, represents, and adds 2-digit by 3-digit numbers with sums up to 1000 with
regrouping
Day 27: Visualizes, represents, and adds 3-digit by 3-digit numbers with sums up to 1000 with
regrouping
13 Adds mentally the following numbers using appropriate strategies:
a. 1- to 2-digit numbers with sums up to 50
b. 3-digit numbers and 1-digit numbers
c. three -digit numbers and tens (multiples of 10 up to 90)
d. 3-digit numbers and hundreds (multiples of 100 up to 900)
3 Days
Day 28: Adds mentally 1-to 2-digit numbers with sums up to 50 using appropriate strategies
Day 29: Adds mentally 3-digit numbers and 1-digit numbers with sums up to 1000 using
appropriate strategies
Day 30: Adds mentally three-digit numbers and tens (multiples of 10 up to 90) and 3-digit
numbers and hundreds (multiples of 100 up to 900) using appropriate strategies
14 Solves routine and non-routine problems involving addition of whole numbers including
money with sums up to 1000 using appropriate problem-solving strategies and tools. (M2NS-
Ij-29.2)
3 Days
Day 31: Solves routine problems involving addition of whole numbers with sums up to 1000
using appropriate problem-solving strategies and tools
Day 32: Solves non-routine problems involving addition of whole numbers with sums up to
1000 using appropriate problem-solving strategies and tools
Day 33: Solves routine and non-routine addition problems of whole numbers including
money with sums up to 1000 using appropriate problem-solving strategies and tools

QUARTER 2
Content Standard: The learner demonstrates understanding of subtraction and multiplication of whole numbers up to 1000 including
money
Performance Standard: The learner is able to apply subtraction and multiplication of whole numbers up to 1000 including money in
mathematical problems and real-life situations.
15 Visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 999 without
and with regrouping. (M2NS-IIa-32.5)
4 Days
Day 1: Visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 999
without regrouping
Day 2: Visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 500 with
regrouping
Day 3: Visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 999 with
regrouping
Day 4: Visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 999
without and with regrouping
16 Subtracts mentally the following numbers without regrouping using appropriate strategies:
a. 1-digit numbers from 1- to 3-digit numbers
b. 3-digit numbers by tens and by hundreds
2 Days
Day 5: Subtracts mentally 1-digit numbers from 1-to 3-digit numbers without regrouping using
Day 6: Subtracts mentally 3-digit numbers by tens and hundreds without regrouping using
17 Solves routine and non-routine problems involving subtraction of whole numbers including
money with minuends up to 1000 using appropriate problem-solving strategies and tools.
(M2NS-IIc-34.2)
3 Days
Day 7: Solves routine problems involving subtraction of whole numbers with minuends up to
1000 using appropriate problem-solving strategies and tools
Day 8: Solves non-routine problems involving subtraction of whole numbers with minuends up
to 1000 using appropriate problem-solving strategies and tools
Day 9: Solves routine and non-routine subtraction problems of whole numbers including
money with minuends up to 1000 using appropriate problem-solving strategies and tools
18 Performs orders of operations involving addition and subtractions of small numbers. (M2NS-
IId-34.3)
1 Day
Day 10: Performs orders of operations involving addition and subtractions of small numbers

19 Solves multi-step routine and non-routine problems involving addition and subtraction of 2- to
3-digit numbers including money using appropriate problem-solving strategies and tools.
(M2NS-IIe-34.4)
3 Days
Day 11: Solves multi-step routine problems involving addition and subtraction of 2- to 3-digit
numbers including money using appropriate problem-solving strategies and tools
Day 12: Solves multi-step non-routine problems involving addition and subtraction of 2- to 3-
digit numbers including money using appropriate problem-solving strategies and tools
Day 13: Solves multi-step routine and non-routine problems involving addition and subtraction
of 2- to 3-digit numbers including money using appropriate problem-solving strategies and
tools
20 Illustrates and writes a related equation for each type of multiplication: repeated addition,
array, counting by multiples, and equal jumps on the number line.
4 Days
Day 14: Illustrates and writes a related equation for multiplication using repeated addition
Day 15: Illustrates and writes a related equation for multiplication using array
Day 16: Illustrates and writes a related equation for multiplication using counting by multiples
Day 17: Illustrates and writes a related equation for multiplication using equal jumps on the
number line
21 Illustrates the following properties of multiplication and
apply each in relevant situation: (a) identity, (b) zero, and, (c) commutative
2 Days
Day 18: Illustrates the identity and zero property of multiplication and apply each in relevant
situation
Day 19: Illustrates the commutative property of multiplication and apply each in relevant
situation
22 Visualizes multiplication of numbers 1 to 10 by 2,3,4,5 and 10. (M2NS-IIh-41.1) 4 Days
Day 20: Visualizes multiplication of numbers 1 to 10 by 2
Day 23: Visualizes multiplication of numbers 1 to 10 by 5 and 10
23 Multiplies mentally 2,3,4,5 and 10 using appropriate strategies. (M2NS-IIi-42.1) 4 Days
Day 24: Multiplies mentally 2 using appropriate strategies
Day 27: Multiplies mentally 5 and 10 using appropriate strategies

24 Solves routine and non-routine problems using appropriate problem-solving strategies and
tools:
a. multiplication of whole numbers including money
b. multiplication and addition or subtraction of whole numbers including money
5 Days
Day 28: Solves routine problems involving multiplication of whole numbers using appropriate
problem-solving strategies and tools
Day 29: Solves non-routine problems involving multiplication of whole numbers using
appropriate problem-solving strategies and tools
Day 30: Solves routine problems involving multiplication and addition or subtraction of whole
numbers using appropriate problem-solving strategies and tools
Day 31: Solves non-routine problems involving multiplication and addition or subtraction of
whole numbers using appropriate problem-solving strategies and tools
Day 32: Solves non-routine problems involving multiplication and addition or subtraction of
whole numbers including money using appropriate problem-solving strategies and tools
QUARTER 3
Content Standard:
1. The learner demonstrates understanding of division of whole numbers up to 1000 including money.
2. The learner demonstrates understanding of unit fractions.
1. The learner is able to apply division of whole numbers up to 1000 including money in mathematical problems and real-life situations.
2. The learner is able to recognize and represent unit fractions in various forms and contexts.
25 Visualizes and represents division and writes 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.
4 days
Day 1: Identifies the parts of division sentence and visualizes, represents division, and writes a
related equation for equal sharing
Day 2: Visualizes and represents division, and writes a related equation for repeated
subtraction,
Day 3: Visualizes and represents division, and writes a related equation for equal jumps on
the number line
Day 4: Visualizes and represents division and writes a related equation for formation of equal
groups of objects.

26 Visualizes division of numbers up to 100 by 2,3,4,5, and 10 (multiplication table of 2, 3, 4, 5
and 10). (M2NS-IIIb-51.1)
3 days
Day 5: Visualizes division of numbers up to 100 by 5 and 10 (multiplication table of 5 and 10).
Day 6: Visualizes division of numbers up to 100 by 2 and 4 (multiplication table of 2, 4).
Day 7: Visualizes division of numbers up to 100 by 3 (multiplication table of 3).
27 Divides mentally numbers by 2,3,4,5 and 10 using appropriate strategies (multiplication table
of 2, 3, 4, 5 and 10). (M2NS-IIIb-52.1)
3 days
Day 8: Divides mentally numbers by 5 and 10 using appropriate strategies (multiplication
table of 5 and 10,).
Day 9: Divides mentally numbers by 4 and 2 using appropriate strategies (multiplication
table of 4, 2,).
Day 10: Divides mentally numbers by 3 using appropriate strategies (multiplication table of 3 ).
28 Illustrates that multiplication and division are inverse operations. (M2NS-IIIc-53) 2 days
Day 11: Illustrates multiplication as the inverse of division and transforms multiplication
sentence to division
Day 12: Illustrates division as the inverse of multiplication and transforms division sentence to
multiplication
29 Solves routine and non-routine problems involving division of numbers by 2,3,4,5 and 10 and
with any of the other operations of whole numbers including money using appropriate
problem-solving strategies and tools. (M2NS-IIIc-56.1)
3 days
Day 13: Solves routine problems involving division of numbers by 2,3,4,5 and 10 including
money using appropriate problem-solving strategies and tools.
Day 14: Solves non-routine problems involving division of numbers by 2,3,4,5 and 10 including
Day 15: Solves routine and non-routine problems involving division with any of the other
operations of whole numbers including money using appropriate problem-solving strategies
and tools
30 Visualizes, represents and identifies unit fractions with denominators of 10 and below. (M2NS-
IIId-72.2)
2 days
Day 16: Visualizes, represents, and identifies unit fractions with denominators of 2-6
Day 17: Visualizes, represents, and identifies unit fractions with denominators of 7-10
31 Reads and writes unit fractions. (M2NS-IIId-76.1) 1 day
Day 18: Reads and writes unit fractions.
32 Compares using relation symbol and arranges in increasing or decreasing order of unit
fractions.
3 days
Day 19: Write the symbols >, <, and = to compare unit fractions
Day 20: Arranges unit fraction in increasing order

Day 21: Arrange unit fraction in decreasing order
33 Identifies other fractions less than one with denominators 10 and below. (M2NS-IIIe-79.1) 2 days
Day 22: Visualizes, represents, and identifies other fractions less than 1 with denominators of
2-6
Day 23: Visualizes, represents, and identifies fractions less than 1 with denominators of 7-10
34 Visualizes (using group of objects and number line), reads and writes similar fractions 2 days
Day 24: Visualizes, reads, and writes similar fraction using group of objects
Day 25: Visualizes, reads, and writes similar fraction using number line
35 Compares similar fractions using relation symbols. (M2NS-IIIf-77.2) 1 day
Day 26: Compares similar fractions using relation symbols.
36 Arranges similar fractions in increasing or decreasing order. 2 days
Day 27: Arranges similar fractions in increasing order.
Day 28: Arranges similar fractions in decreasing order.
Content Standard: The learner demonstrates understanding of straight and curved lines, flat and curved surfaces and basic shapes.
Performance Standard: The learner is able to recognize and construct straight and curved lines, flat and curved surfaces and basic
shapes
37 Constructs squares, rectangles, triangles, circles, half circles, and quarter circles using cut-
outs and square grids. (M2GE-IIIg-6)
2 days
Day 29: Constructs squares, rectangles, triangles, circles, half circles, and quarter circles
using cut-outs
Day 30: Constructs squares, rectangles, triangles, circles, half circles, and quarter circles
using square grids.
38 Identifies straight lines and curves, flat and curved surfaces in a 3-dimensional object.
(M2GE-IIIi-9)
2 days
Day 31: Identifies straight lines and curves in a 3-dimensional object
Day 32: Identifies flat and curved surfaces in a 3-dimensional object
Content Standard: The learner demonstrates understanding of continuous patterns using two attributes
Performance Standard: The learner is able to apply knowledge of continuous patterns using two attributes
39 Determines the missing term/s in a given continuous pattern using two attributes (any two of
the following: figures, numbers, colors, sizes, and orientations, etc.) e.g. 1, A, 2, B, 3, C,__,__
(M2AL-IIIj-3)
1 day
Day 33: Determines the missing term/s in a given continuous pattern using any two attributes

QUARTER 4
Content Standard: The learner demonstrates understanding of time, standard measures of length, mass and capacity and area using
square tile units.
Performance Standard: The learner is able to apply knowledge of time, standard measures of length, weight, and capacity, and area
using square tile units in mathematical problems and real life situations.
40 Tells and writes time in minutes including a.m. and p.m. using analog and digital clocks.
(M2ME-IVa-5)
2 days
Day 1: Tells time in minutes including a.m. and p.m. using analog and digital clocks.
Day 2: Writes time in minutes including a.m. and p.m. using analog and digital clocks.
41 Visualizes, represents, and solves problems involving time (minutes including a.m. and p.m.
and elapsed time in days).
2 days
Day 3: Visualizes, represents, and solves problems involving time (minutes including a.m. and
p.m.)
Day 4: Visualizes, represents, and solves problems involving elapsed time in days).
42 Compares the following unit of measures:
a. length in meters or centimeters
b. mass in grams or kilograms
c. capacity in mL or L
3 days
Day 5: Compares the length of objects using meters/centimeters
Day 6: Compares the mass of objects using grams/kilograms
Day 7: Compares the capacity of liquid using milliliters/liters
43 measures objects using appropriate measuring tools and unit of length in m or cm. 2 days
Day 8: measures objects using appropriate measuring tools and unit of length in cm
Day 9: measures objects using appropriate measuring tools and unit of length in m
44 estimates and measures length using meter or centimeter. (M2ME-IVc-26) 2 days
Day 10: estimates and measures length using centimeter
Day 11: estimates and measures length using meter
45 solves routine and non-routine problems involving length. (M2ME-IVc-27) 2 days
Day 12: solves routine problems involving length.
Day 13: solves non-routine problems involving length.
46 measures objects using appropriate measuring tools and measuring units in g or kg. 2 days
Day 14: measures objects using appropriate measuring tools and measuring units in g
Day 15: measures objects using appropriate measuring tools and measuring units in kg
47 estimates and measures mass using gram or kilogram. (M2ME-IVe-31) 2 days
Day 16: estimates and measures mass using gram
Day 17: estimates and measures mass using kilogram

48 solves routine and non-routine problems involving mass. (M2ME-IVe-32) 2 days
Day 18: solves routine problems involving mass.
Day 19: solves non-routine problems involving mass.
49 measures objects using appropriate measuring tools in mL or L. (M2ME-IVf-33) 2 days
Day 20: measures objects using appropriate measuring tools in mL
Day 21: measures objects using appropriate measuring tools in L
50 finds the area of a given figure using square-tile units i.e. number of square-tiles needed.
(M2ME-IVg-36)
2 days
Day 22: finds the area of a given figure ( a square or a rectangle) using square-tile units i.e.
number of square-tiles needed
Day 23: finds the area of a given figure ( composite figure comprised of squares and
rectangles) using square-tile units i.e. number of square-tiles needed
51 estimates the area of a given figure using any shape. (M2ME-IVh-37) 2 days
Day 24: estimates the area of a given figure using any shape (square, rectangle, circle,
triangle, etc.)
Day 25: estimates the area of a given figure using any shape (composite figure comprised
of squares, rectangles, circles, triangles, etc.)
52 solves routine and non-routine problems involving any figure using square tiles. (M2ME-IVh-
38)
2 days
Day 26: solves routine problems involving any figure using square tiles.
Day 27: solves non-routine problems involving any figure using square tiles.
Content Standard: The learner deepens understanding of pictographs without and with scales
Performance Standard: The learner is able to interpret simple representations of data (pictographs without and with scales)
53 infers and interprets data presented in a pictograph without and with scales. (M2SP-IVi-3.2) 2 days
Day 28: infers and interprets data presented in a pictograph without scales.
Day 29: infers and interprets data presented in a pictograph with scales.
54 solves routine and non-routine problems using data presented in a pictograph without and
with scales. (M2SP-IVi-4.2)
3 days
Day 30: solves routine problems using data presented in a pictograph without scales
Day 31: solves routine problems using data presented in a pictograph with scales
Day 32: solves non-routine problems using data presented in a pictograph without and with
scales.

QUARTER 1
Content Standard:
1. The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to PhP1000.
2. The learner demonstrates understanding of addition and subtraction of whole numbers including money
1. The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in various
forms and contexts.
2. The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
3. The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and real-life
situations.
1 Visualizes numbers up to 10 000 with emphasis on
numbers 1001 - 10000. (M3NS-Ia-1.3)
2 days
Day 1: visualizes numbers up to 10 000 with emphasis
on numbers 1001 - 5000.
Day 2: visualizes numbers up to 10 000 with emphasis
on numbers 5001 - 10000.
2 Gives the place value and value of a digit in 4- to 5-
digit numbers. (M3NS-Ia-10.3)
2 days
Day 3: gives the place value of a digit in 4- to 5-digit
numbers.
Day 4: gives the value of a digit in 4- to 5-digit
numbers.
After day 4, please give culminating
exercises involving both the place value
and value of a digit in 4- to 5-digit numbers
3 Reads and writes numbers up to 10 000 in symbols and
in words.
2 days
Day 5: reads and writes numbers up to 10 000 in
symbols
Day 6: reads and writes numbers up to 10 000 in words
4 rounds numbers to the nearest ten, hundred and
thousand. (M3NS-Ib-15.1)
2 days
Day 7: rounds numbers to the nearest ten and
hundred
Day 8: rounds numbers to the nearest thousand.

5 Compares using relation symbols and orders in
increasing or decreasing order 4- to 5-digit numbers
up to 10 000.
2 days
Day 9: compares using relation symbols in 4- to 5-digit
numbers up to 10 000.
Day 10: orders numbers in increasing and decreasing
order of 4- to 5-digit numbers up to 10 000.
exercises involving both in increasing or
decreasing order 4- to 5-digit numbers up
to 10 000.
6 Identifies ordinal numbers from 1st to 100th with
emphasis on the 21st to 100th object in a given set
from a given point of reference. (M3NS-Ic-16.3)
1 day
Day 11: identifies ordinal numbers from 1st to 100th
with emphasis on the 21st to 100th object in a given
set from a given point of reference.
7 Recognizes, reads and writes money in symbols and in
words through PhP1 000 in pesos and centavos
2 days Prior to teaching this competency, provide
inputs and exercises first on:
Counts the value of a set of bills or a set of
coins through PhP100 (peso-coins only;
centavo-coins only; peso-bills only and
combined peso-coins and peso bills).
Day 12: Recognizes, reads, and writes money in
symbols and in words through Php 1 000 involving
combinations of coins
Day 13: Recognizes, reads, and writes money in
symbols and in words through Php 1 000 involving
combinations of bills and coins
8 compares values of the different denominations of
coins and bills through PhP1 000 using relation
symbols. (M3NS-Id-22.2)
Compares values of different
denominations of coins and paper bills
through PhP100 using relation symbols.
Day 14: compares values of the different
denominations involving combinations of coins
through Php 1 000 using relation symbols.
Day 15: compares values of the different
denominations involving combinations of bills and
coins Php 1 000 using relation symbols.
9 Adds 3 - to 4 -digit numbers up to three addends with
sums up to 10 000 without and with regrouping.
Illustrates the properties of addition
(commutative, associative, identity) and
Day 16: adds 3 - to 4 -digit numbers up to three
addends with sums up to 10 000 without regrouping.

Day 17: adds 3 - to 4 -digit numbers up to three
addends with sums up to 10 000 with regrouping.
applies each in appropriate and relevant
situations.
10 Estimates the sum of 3- to 4-digit addends with
reasonable results. (M3NS-Ie-31)
1 day
Day 18: estimates the sum of 3- to 4-digit addends
with reasonable results.
11 Adds mentally the following numbers using
appropriate strategies:
a. 2-digit and 1-digit numbers without or with
regrouping
b. 2- to 3-digit numbers with multiples of hundreds
Adds mentally the following numbers using
a. 1- to 2-digit numbers with sums up to 50
b. 3-digit numbers and 1-digit numbers
c. three -digit numbers and tens (multiples
of 10 up to 90)
d. 3-digit numbers and hundreds (multiples
of 100 up to 900)
Day 19: adds mentally 2-digit and 1-digit numbers
without or with regrouping
Day 20: adds mentally 2- to 3-digit numbers with
multiples of hundreds
12 Solves routine and non-routine problems involving
addition of whole numbers with sums up to 10 000
including money using appropriate problem-solving
strategies and tools. (M3NS-If-29.3)
Solves routine and non-routine problems
involving addition of whole numbers
including money with sums up to 1000 using
appropriate problem-solving strategies and
tools.
Day 21: solves routine problems involving addition of
whole numbers with sums up to 10 000 including
money using appropriate problem-solving strategies
and tools.
Day 22: solves non-routine problems involving addition
of whole numbers with sums up to 10 000 including
money using appropriate problem-solving strategies
and tools.
13 Subtracts 3-to 4-digit numbers from 3- to 4-digit
numbers without and with regrouping. (M3NS-Ig-32.6)
2 days
Day 23: subtracts 3-to 4-digit numbers from 3- to 4-digit
numbers without regrouping.
exercises involving both subtracting 3-to 4-
digit numbers from 3- to 4-digit numbers
Day 24: subtracts 3-to 4-digit numbers from 3- to 4-digit
numbers with regrouping.

14 Estimates the difference of two numbers with three to
four digits with reasonable results. (M3NS-Ih-36)
1 day
Day 25: estimates the difference of two numbers with
three to four digits with reasonable results.
15 Subtracts mentally the following numbers using
a. 1- to 2-digit numbers without and with regrouping
b. 2- to 3-digit numbers with multiples of hundreds
2 days
Day 26: subtracts mentally 1- to 2-digit numbers
without and with regrouping using appropriate
strategies
Day 27: subtracts mentally 2- to 3-digit numbers with
multiples of hundreds without and with regrouping
After day 27 please give culminating
exercises involving both subtracting
mentally :1- to 2-digit numbers without and
with regrouping and 2- to 3-digit numbers
with multiples of hundreds without and with
regrouping
16 Solves routine and non-routine problems involving
subtraction without or with addition of whole numbers
including money using appropriate problem solving
strategies and tools.
3 days
Day 28: solves routine problems involving subtraction
without or with addition of whole numbers using
appropriate problem-solving strategies and tools.
Day 29: solves non-routine problems involving
subtraction without or with addition of whole numbers
using appropriate problem-solving strategies and
tools.
Day 30: solves routine and non-routine problems
involving subtraction without or with addition of whole
numbers including money using appropriate problem-
solving strategies and tools.

QUARTER 2
Content Standard: The learner demonstrates understanding of multiplication and division of whole numbers including money.
Performance Standard: The learner is able to apply multiplication and division of whole numbers including money in mathematical
problems and real-life situations
17 Visualizes multiplication of numbers 1 to 10 by 6,7,8 and 9. (M3NS-IIa-41.2)
5 days
18 Visualizes and states basic multiplication facts for numbers up to 10. (M3NS-IIa-41.3)
Day 1: States basic multiplication facts for numbers 2,3,4,5 and 10
Day 2: visualizes and states basic multiplication of numbers 1 to 10 by 6
Day 5: visualizes multiplication of numbers 1 to 10 by 9
19 Illustrates the properties of multiplication in relevant situations (commutative property,
distributive property or associative property)
2 days
Day 6: Illustrates the properties of multiplication in relevant situations: commutative and
associative property
Day 7: Illustrates the properties of multiplication in relevant situations: distributive property
20 Multiplies numbers:
a. 2- to 3-digit numbers by 1-digit numbers without or with regrouping
b. 2-digit numbers by 2-digit numbers without regrouping
c. 2-digit number by 2-digit numbers with regrouping
d. 2- to 3-digit numbers by multiples of 10 and 100
e. 1- to 2-digit numbers by 1 000
4 days
Day 8: multiplies 2- to 3-digit numbers by 1-digit numbers without or with regrouping
Day 9: multiplies 2-digit numbers by 2-digit numbers without regrouping
Day 10: multiplies 2-digit number by 2-digit numbers with regrouping
Day 11: multiplies 2- to 3-digit numbers by multiples of 10 and 100 and 1- to 2-digit numbers
by 1 000
21 Estimates the product of 2- to 3-digit numbers and 1- to 2-digit numbers with reasonable
results. (M3NS-IId-44.1)
2 days
Day 12: estimates the product of 2- to 3-digit numbers by 1-digit number with reasonable
results.
Day 13: estimates the product of 2- to 3-digit numbers by 2-digit numbers with reasonable
results.

# MELC Number of
days taught
Remarks
22 Multiplies mentally 2-digit by 1-digit numbers without regrouping with
products of up to 100. (M3NS-IIe-42.2)
2 days Prior to teaching this
competency, specifically Day 17
provide inputs and exercises first
on:
Multiplies mentally 2,3,4,5 and 10
using appropriate strategies.
Day 14: multiplies mentally 2-digit by 1-digit numbers without regrouping with
products of up to 100 using lattice method
Example: 42 x 3 is (40 x 3) + (2 x 3)
Day 15: multiplies mentally 2-digit by 1-digit numbers without regrouping with
products of up to 100 using other technique
23 Solves routine and non-routine problems involving multiplication without or
with addition and subtraction of whole numbers including money using
appropriate problem-solving strategies and tools. (M3NS-IIe-45.3)
competency, provide inputs and
exercises first on:
Solves routine and non-routine
problems using appropriate
problem-solving strategies and
tools:
a. multiplication of whole
numbers including money
b. multiplication and addition or
subtraction of whole numbers
including money
Day 16: Solves routine problems involving multiplication without addition and
subtraction of whole numbers including money using appropriate problem-
Day 17: Solves non-routine problems involving multiplication without addition
and subtraction of whole numbers including money using appropriate
problem-solving strategies and tools.
24 Visualizes and states the multiples of 1- to 2-digit numbers. (M3NS-IIf-47) 2 days
Day 18: visualizes and states the multiples of 1-digit numbers.
Day 19: visualizes and states the multiples of 2-digit numbers.
25 Visualizes division of numbers up to 100 by 6,7,8, and 9
(Multiplication table of 6, 7, 8, and 9). (M3NS-IIg-51.2)
6 days
26 Visualizes and states basic division facts of numbers up to 10. (M3NS-IIg-51.3)
Day 20: visualizes and states basic division facts of numbers 5 and 10
Day 21: visualizes and states basic division facts of numbers 2 and 4
Day 22: visualizes and states basic division facts of number 3 and 6
Day 23: visualizes and states basic division facts of numbers 7

27 Divides numbers without or with remainder:
a. 2- to 3-digit numbers by 1- to 2- digit numbers
b. 2-3 digit numbers by 10 and 100
3 days
Day 26: divides 2- to 3-digit numbers by 1- to 2- digit numbers without remainder
Day 27: divides 2- to 3-digit numbers by 1- to 2- digit numbers with remainder
Day 28: divides 2- to 3-digit numbers by 10 and 100 without or with remainder
28 Estimates the quotient of 2- to 3- digit numbers by 1- to 2- digit numbers. (M3NS-IIi-55.1) 2 days
Day 29: estimates the quotient of 2- to 3- digit numbers by 1-digit number.
Day 30: estimates the quotient of 2- to 3- digit numbers by 2-digit numbers.
29 Divides mentally 2-digit numbers by 1-digit numbers without remainder using appropriate
strategies.
1 day
Day 31: divides mentally 2-digit numbers by 1-digit numbers without remainder using
appropriate strategies.
30 Solves routine and non-routine problems involving division of 2- to 4-digit numbers by 1- to
2-digit numbers without or with any of the other operations of whole numbers including
money using appropriate problem-solving strategies and tools. (M3NS-IIj-56.2)
4 days
Day 32: solves routine problems involving division of 2- to 4-digit numbers by 1- to 2-digit
numbers without any of the other operations of whole numbers including money using
appropriate strategies and tools.
Day 33: solves routine problems involving division of 2- to 4-digit numbers by 1- to 2-digit
numbers with any of the other operations of whole numbers including money using
Day 34: solves non-routine problems involving division of 2- to 4-digit numbers by 1- to 2-digit
numbers without any of the other operations of whole numbers including money using
Day 35: solves non-routine problems involving division of 2- to 4-digit numbers by 1- to 2-digit
numbers with any of the other operations of whole numbers including money using

QUARTER 3
Content Standard: The learner demonstrates understanding of proper and improper, similar and dissimilar and equivalent fractions.
Performance Standard: The learner is able to recognize and represent proper and improper, similar and dissimilar and equivalent
fractions in various forms and contexts.
31 Identifies odd and even numbers. (M3NS-IIIa-63) 2 days
Day 1: Identifies odd numbers.
Day 2: Identifies even numbers
32 Visualizes and represents fractions that are equal to one and greater than one using
regions, sets and number line.
5 days
Day 3: visualizes and represents fractions that are equal to one using regions.
Day 4: visualizes and represents fractions that are greater than one using regions.
Day 5: visualizes and represents fractions that are equal to one using set
Day 6: visualizes and represents fractions that are greater than one using sets
Day 7: visualizes and represents fractions that are equal to one and greater than one using
number line.
33 Reads and writes fractions that are equal to one and greater than one in symbols and in
words. (M3NS-IIIb-76.3)
2 days
Day 8: reads and writes fractions that are equal to one in symbols and in words.
Day 9: reads and writes fractions that are greater than one in symbols and in words.
34 Represents, compares and arranges dissimilar fractions in increasing or decreasing order. 4 days
Day 10: Represents and compares dissimilar fractions with the same numerators.
Day 11: Represents and compares dissimilar fractions with the different numerators
Day 12: Arranges dissimilar fractions in increasing order
Day 13: Arranges dissimilar fractions in decreasing order.
35 Visualizes and generates equivalent fractions. (M3NS-IIIe-72.7) 3 days
Day 14: visualizes equivalent fractions.
Day 15: generates equivalent fractions by shading and paper folding
Day 16: generates equivalent fractions by multiplying or dividing the numerator and
denominator by the same number
Content Standard: The learner demonstrates understanding of lines and symmetrical designs
Performance Standard: The learner is able to recognize and represent lines in real objects and designs or drawings and complete
symmetrical designs
36 Recognizes and draws a point, line, line segment and ray. (M3GE-IIIe-11) 3 days
Day 17: recognizes and draws a point and line
Day 18: recognizes and draws a line segment
Day 19: recognizes and draws a ray.

# MELC Number of
days taught
Remarks
37 Recognizes and draws parallel, intersecting and perpendicular lines.
(M3GE-IIIf-12.1)
4 days
Day 20: recognizes and draws parallel lines.
Day 21: recognizes and draws intersecting lines.
Day 22: recognizes and draws perpendicular lines.
Day 23: recognizes and draws parallel, intersecting, and perpendicular
lines.
exercises involving recognizing and
draws parallel, intersecting, and
perpendicular lines
38 Visualizes, identifies and draws congruent line segments. (M3GE-IIIf-13) 1 day
Day 24: Visualizes, identifies, and draws congruent line segments
39 Identifies and visualizes symmetry in the environment and in design.
(M3GE-IIIg-7.3)
2 days
Day 25: visualizes symmetry in the environment and in design.
Day 26: identifies symmetry in the environment and in design.
40 Identifies and draws the line of symmetry in a given symmetrical figure.
(M3GE-IIIg-7.4)
1 day
Day 27: identifies and draws the line of symmetry in a given symmetrical
figure.
41 Completes a symmetric figure with respect to a given line of symmetry.
(M3GE-IIIh-7.5)
1 day
Day 28: completes a symmetric figure with respect to a given line of
symmetry.
Content Standard: The learner demonstrates understanding of continuous and repeating patterns and mathematical sentences
involving multiplication and division of whole numbers.
Performance Standard: The learner is able to apply knowledge of continuous and repeating patterns and number sentences
involving multiplication or division of whole numbers in various situations.
42 Determines the missing term/s in a given combination
of continuous and repeating pattern.
e.g. 4A,5B, 6A,7B,__ (M3AL-IIIi-4)
2 days
Day 29: determines the missing term/s in a given combination of
continuous pattern. e.g. 4A,5B, 6A,7B,__
Day 30: determines the missing term/s in a given combination of
repeating pattern. e.g. 4A,5B, 6A,7B,__

# MELC Number of
days taught
Remarks
43 Finds the missing value in a number sentence involving multiplication or
division of whole numbers. e.g. n x 7 = 56 56 ÷ n = 8 (M3AL-IIIj-12)
3 days
Day 31: finds the missing value in a number sentence involving
multiplication of whole numbers. e.g., n x 7 = 56 56 ÷ n = 8 (M3AL-IIIj-12)
Day 32: finds the missing value in a number sentence involving division of
whole numbers. e.g., n x 7 = 56 56 ÷ n = 8 (M3AL-IIIj-12)
exercises involving finding the missing
value in a number sentence involving
multiplication or division of whole
numbers
QUARTER 4
Content Standard: The learner demonstrates understanding of conversion of time, linear, mass and capacity measures and area of
square and rectangle.
Performance Standard: The learner is able to apply knowledge of conversion of time, linear, mass and capacity measures and area
of rectangle and square in mathematical problems and real life situations.
# MELC Number of
days taught
Remarks
44 Visualizes, represents, and converts time measure:
a. from seconds to minutes, minutes to hours, and hours to a day and
vice versa
b. days to week, month and year and vice versa
c. weeks to months and year and vice versa
d. months to year and vice versa.
7 days
Day 1: visualizes, represents, and converts time measure from seconds to
minutes and vice versa
Day 2: visualizes, represents, and converts time measure from minutes to
hours and vice versa
Day 3: visualizes, represents, and converts time measure from hours to a
day and vice versa
Day 4: visualizes, represents, and converts time measure from days to
week and vice versa
Day 5: visualizes, represents, and converts time measure from days to
month and year and vice versa
Limited only to number of days that is
multiple of 365

Day 6: visualizes, represents, and converts time measure from weeks to
months and year and vice versa
Limited only to number of weeks that
is multiple of 52
Day 7: visualizes, represents, and converts time measure from months to
year and vice versa.
Limited only to number of months
that is multiple of 12
45 Solves problems involving conversion of time measure. 2 days
Day 8: solves problems involving conversion of time measure (seconds,
minutes, hours, and day)
Day 9: solves problems involving conversion of time measure (days,
weeks, months, and years)
46 Visualizes, and represents, and converts common units of measure from
larger to smaller unit and vice versa: meter and centimeter, kilogram
and gram, liter and milliliter. (M3ME-IVb-39)
3 days
Day 10: visualizes, represents, and converts meter and centimeter from
larger to smaller unit and vice versa
Day 11: visualizes, represents, and converts kilogram and gram from
larger to smaller unit and vice versa
Day 12: visualizes, represents, and converts liter and milliliter from larger
to smaller unit and vice versa.
47 Visualizes, and represents, and solves routine and nonroutine problems
involving conversions of common units of measure. (M3ME-IVc-40)
2 days
Day 13: visualizes, represents, and solves routine problems involving
conversions of common units of measure
Day 14: visualizes, represents, and solves non-routine problems involving
conversions of common units of measure
48 Solves routine and non-routine problems involving capacity measure. 1 day
Day 15: solves routine and non-routine problems involving capacity
measure.
49 Visualizes, and represents, and measures area using
appropriate unit. (M3ME-IVd-43)
1 day
Day 16: visualizes, represents, and measures area using appropriate unit.
50 Solves routine and non-routine problems involving areas of squares and
rectangles. (M3ME-IVf-46)
3 days
Day 17: Solves routine problems involving areas of squares
Day 18: solves routine problems involving areas of rectangles

# MELC Number of
days taught
Remarks
Day 19: solves non-routine problems involving areas of squares and rectangles
Content Standard: The learner demonstrates understanding of conversion of time, linear, mass and capacity measures and area of
square and rectangle.
Performance Standard: The learner is able to apply knowledge of conversion of time, linear, mass and capacity measures and area
of rectangle and square in mathematical problems and real life situations.
51 Collects data on one variable using existing records. (M3SP-IVg-1.3) 2 days
Day 20: collects data on one variable using existing records. Use existing records in real life
Day 21: collects data on one variable by conducting survey within the family or
classmates
52 Sorts, classifies, and organizes data in tabular form and presents this into a
vertical or horizontal bar graph. (M3SP-IVg-2.3)
3 days
Day 22: sorts and classifies data
Day 23: organizes data in tabular form
Day 24: presents data into a vertical or horizontal bar graph.
53 Infers and interprets data presented in different kinds of bar graphs (vertical/
horizontal). (M3SP-IVh-3.3)
2 days
Day 25: infers data presented in a vertical and horizontal bar graphs
Day 26: interprets data presented in a vertical/horizontal bar graphs
54 Solves routine and non-routine problems using data presented in a single-bar
graph. (M3SP-IVh-4.3)
2 days
Day 27: solves routine problems using data presented in a single-bar graph.
Day 28: solves non-routine problems using data presented in a single-bar graph.
55 Tells whether an event is sure, likely, equally likely, unlikely, and impossible to
happen. (M3SP-IVi-7.3)
3 days
Day 29: tells whether an event is sure and impossible to happen
Day 30: tells whether an event is likely, equally likely, unlikely to happen
Day 31: tells whether an event is sure, likely, equally likely, unlikely, and impossible
to happen.
56 Describes events in real-life situations using the phrases “sure to happen “likely to
happen”, “equally likely to happen”, “unlikely to happen”, and “impossible to
happen”. (M3SP-IVj-8.3)
1 day
Day 32: describes events in real-life situations using the phrases “sure to happen,
“likely to happen”, “equally likely to happen”, “unlikely to happen”, and
“impossible to happen”.

QUARTER 1
Content Standard:
1. The learner demonstrates understanding of whole numbers up to 100,000.
2. The learner demonstrates understanding of multiplication and division of whole numbers including money.
1. The learner is able to recognize and represent whole numbers up to 100,000 in various forms and contexts.
2. The learner is able to apply multiplication and division of whole numbers including money in mathematical problems and real-life
situations.
# MELC Number of
days taught
Remarks
1 Visualizes numbers up to 100 000 with emphasis on numbers 10 001–100
000. (M4NS-Ia-1.4)
1 day
Day 1: Visualizes numbers up to 100 000 with emphasis on numbers 10 001–
100 000.
2 Gives the place value and value of a digit in numbers up to 100 000.
(M4NS-Ia-10.4)
2 days
Day 2: Gives the place value of a digit in numbers up to 100 000.
Day 3: Gives the value of a digit in numbers up to 100 000.
3 Reads and writes numbers, in symbols and in words, up to hundred
thousand and compare them using relation symbols
2 days
Day 4: Reads and writes numbers, in symbols and in words, up to hundred
thousand
Day 5: Compares numbers up to hundred thousand using relation
symbols
4 Rounds numbers to the nearest thousand and ten thousand. (M4NS-Ib-5.2) 1 day
Day 6: Rounds numbers to the nearest thousand and ten thousand
5 Orders numbers up to 100 000 in increasing or decreasing order. (M4NS-
Ib-13.4)
2 days
Day 7: Orders numbers up to 100 000 in increasing order.
Day 8: Orders numbers up to 100 000 in decreasing order.
6 Multiplies numbers up to 3-digit numbers by up to 2-digit numbers without
or with regrouping. (M4NS-Ic-43.7)
2 days
Day 9: Multiplies numbers up to 3-digit numbers by up to 2-digit numbers
without regrouping

Day 10: Multiplies numbers up to 3-digit numbers by up to 2-digit numbers
with regrouping.
After day 10, provide culminating
exercises covering multiplication of
numbers up to 3-digit numbers by
up to 2-digit numbers without or with
regrouping.
7 Estimates the products of 3- to 4-digit numbers by 2- to 3- digit numbers
with reasonable results. (M4NS-Ic-44.2)
2 days
Day 11: Estimates the products of 3- to 4-digit numbers by 2-digit numbers
with reasonable results
Day 12: Estimates the products of 3- to 4-digit numbers by 3- digit numbers
with reasonable results
8 Multiplies mentally 2-digit by 1-to 2-digit numbers with products up to 200
and explains the strategies used. (M4NS-Id-42.3)
2 days
Day 13: Multiplies mentally 2-digit by 1 digit number with products up to
200 and explains the strategies used.
Day 14: Multiplies mentally 2-digit by 2-digit numbers with products up to
200 and explains the strategies used.
9 Solves routine and non-routine problems involving multiplication of whole
numbers including money using appropriate problem-solving strategies
and tools. (M4NS-Id-45.4)
2 days
Day 15: Solves routine problems involving multiplication of whole numbers
including money using appropriate problem-solving strategies and tools.
Day 16: Solves non-routine problems involving multiplication of whole
numbers including money using appropriate problem-solving strategies
and tools.
10 Solves multi-step routine and non-routine problems involving
multiplication and addition or subtraction using appropriate problem-
solving strategies and tools. (M4NS-Ie-45.5)
2 days
Day 17: Solves multi-step routine problems involving multiplication and
addition or subtraction using appropriate problem-solving strategies and
tools.
Day 18: Solves multi-step non-routine problems involving multiplication
and addition or subtraction using appropriate problem-solving strategies
and tools.

# MELC Number of
days taught
Remarks
11 Divides 3- to 4-digit numbers by 1-to 2-digit numbers without and with
remainder. (M4NS-If-54.3)
2 days Prior to teaching this competency,
give inputs and exercises first on:
Divides numbers without and with
remainder 2- to 3-digit numbers by
1- to 2- digit numbers (G3, Q2)
Day 19: Divides 3- to 4-digit numbers by 1-to 2-digit numbers without
remainder.
Day 20: Divides 3- to 4-digit numbers by 1-to 2-digit numbers with
remainder.
After day 20, provide a culminating
exercise involving Division of 3- to 4-
digit numbers by 1-to 2-digit
numbers without and with
remainder.
12 Divides mentally 2- to 4-digit numbers by tens or hundreds or by 1 000
without and with remainder.
give input and exercise first on:
Divides numbers with remainder 2-
to 3-digit numbers by 10 or 100
without or with remainder (G3, Q2)
Day 21: Divides mentally 2- to 4-digit numbers by tens or hundreds without
remainder.
Day 22: Divides mentally 2- to 4-digit numbers by tens or hundreds with
remainder
Day 23: Divides mentally 2- to 4-digit numbers by thousands without or
with remainder.
13 Estimates the quotient of 3- to 4-digit dividends by 1- to 2-digit divisors
with reasonable results. (M4NS-Ig-55.2)
Estimates the quotient of 2- to 3-digit
numbers by 1-to 2-digit numbers
(G3, Q2)
Day 24: Estimates the quotient of 3- to 4-digit dividends by 1-digit divisors
Day 25: Estimates the quotient of 3- to 4-digit dividends by 2-digit divisors
14 Solves routine and non-routine problems involving division of 3- to 4-digit
numbers by 1-to 2-digit numbers including money using appropriate
problem-solving strategies and tools. (M4NS-Ih-56.3)
Solves routine and non-routine
problems involving division of 2- to 4-
digit numbers by 1- to 2-digit
numbers without or with any of the
other operations of whole numbers
including money using appropriate
Day 26: Solves routine problems involving division of 3- to 4-digit numbers
by 1-to 2-digit numbers including money using appropriate problem-
solving strategies and tools
Day 27: Solves non-routine problems involving division of 3- to 4-digit
numbers by 1-to 2-digit numbers including money using appropriate

# MELC Number of
days taught
Remarks
15 Solves multi-step routine and non-routine problems involving division and
any of the other operations of whole numbers including money using
appropriate problem-solving strategies and tools. (M4NS-Ih-56.4)
solves routine and non-routine
problems involving division of 2- to 4-
digit numbers by 1- to 2-digit
numbers without or with any of the
other operations of whole numbers
including money using appropriate
Day 28: Solves multi-step routine problems involving division and any of
the other operations of whole numbers using appropriate problem-solving
strategies and tools.
Day 29: Solves multi-step non-routine problems involving division and any
of the other operations of whole numbers using appropriate problem-
Day 30: Solves multi-step routine and non-routine problems involving
division and any of the other operations of whole numbers including
16 Performs a series of two or more operations applying Multiplication,
Division, Addition, Subtraction (MDAS) correctly.
2 days
Day 31: States, explains, and interprets Multiplication, Division, Addition,
Subtraction (MDAS) rule correctly.
Day 32: Performs a series of two or more operations applying
multiplication, division, addition or subtraction (MDAS) rule correctly.
QUARTER 2
Content Standard:
1. The learner demonstrates understanding of factors and multiples and addition and subtraction of fractions.
2. The learner demonstrates understanding of improper fractions, mixed numbers and decimals
1. The learner is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical
problems and real-life situations.
2. The learner is able to recognize and represent improper fractions, mixed numbers and decimals
17 Identifies factors of a given number up to 100. (M4NS-IIa-64) 2 days
Day 1: Illustrates and defines factors. Identifies factors of a given number from 1 to 20.
Day 2: Identifies factors of a given number from 21 to 100.
18 Identifies the multiples of a given number up to 100. (M4NS-IIa-65) 2 days
Day 3: Illustrates and defines multiples. Identifies the multiples of a given number up from
1 to 20.

Day 4: Identifies the multiples of a given number up from 21 to 100.
19 Differentiates prime from composite numbers. (M4NS-IIb-66) 2 days
Day 5: Identifies prime numbers and composite numbers
Day 6: Differentiates prime from composite numbers.
20 Writes a given number as a product of its prime factors. (M4NS-IIb-67) 1 day
Day 7: Writes a given number as a product of its prime factors.
21 Finds the common factors, greatest common factor (GCF), common multiples and least
common multiple (LCM) of two numbers using the following methods: listing, prime
factorization, and continuous division.
5 days
Day 8: Finds the common factors and the greatest common factor (GCF) of two
numbers using the listing method.
Day 9: Finds the common factors and greatest common factors (GCF) of two numbers
using prime factorization method.
Day 10: Finds the common factors and the greatest common factor (GCF) of two
numbers using continuous division method
Day 11: Finds the common multiples and least common multiple (LCM) of two numbers
using listing and prime factorization method
Day 12: Finds the common multiples and least common multiple (LCM) of two numbers
using continuous division method.
22 Solves real-life problems involving GCF and LCM of 2 given numbers. (M4NS-IId-70.1) 2 days
Day 13: Solving real-life problems involving GCF of two given numbers.
Day 14: Solving real-life problems involving LCM of 2 given numbers.
23 Changes improper fraction to mixed numbers and vice versa. (M4NS-IIe-80) 2 days
Day 15: Identify kinds of fractions: proper fractions, improper fractions, and mixed
numbers. Changes improper fraction to mixed numbers.
Day 16: Changes mixed numbers to improper fraction.
24 Changes fractions to lowest forms. (M4NS-IIe-81) 1 day
Day 17: Changes fractions to lowest forms.
25 Visualizes addition and subtraction of similar and dissimilar fractions. 2 days
Day 18: Visualizes addition and subtraction of similar fractions.
Day 19: Visualizes addition and subtraction of dissimilar fractions
26 Visualizes subtraction of a fraction from a whole number. (M4NS-IIf-82.2) 1 day
Day 20: Visualizes subtraction of a fraction from a whole number.
27 Performs addition and subtraction of similar and dissimilar fractions. (M4NS-IIg-83) 3 days
Day 21: Performs addition and subtraction of similar fractions
Day 22: Performs addition of dissimilar fractions.
Day 23: Performs subtraction dissimilar fractions.

28 Solves routine and non-routine problems involving addition and/or subtraction of
fractions using appropriate problem-solving strategies and tools.
2 days
Day 24: Solves routine and non-routine problems involving addition or subtraction of
Day 25: Solves routine and non-routine problems involving addition and subtraction of
29 Visualizes decimal numbers using models like blocks, grids, number lines and money to
show the relationship to fractions. (M4NS-IIi-99)
2 days
Day 26: Visualizes decimal numbers using models like blocks and grids to show the
relationship to fractions.
Day 27: Visualizes decimal numbers using models like number lines and money to show
the relationship to fractions.
30 Renames decimal numbers to fractions, and fractions whose denominators are factors of
10 and 100 to decimals. (M4NS-IIi-100)
2 days
Day 28: Renames decimal numbers to fractions
Day 29: Renames fractions whose denominators are factors of 10 and 100 to decimals.
31 Gives the place value and the value of a digit of a given decimal number through
hundredths. (M4NS-IIi-101.1)
2 days
Day 30: Gives the place value of a digit of a given decimal number through hundredths.
Day 31: Gives the value of a digit of a given decimal number through hundredths.
32 Reads and writes decimal numbers through hundredths. (M4NS-IIj-102.1) 1 day
Day 32: Reads and writes decimal numbers through hundredths.
33 Rounds decimal numbers to the nearest whole number and tenth. (M4NS-IIj-103.1) 1 day
Day 33: Rounds decimal numbers to the nearest whole number and tenths
34 Compares and arranges decimal numbers. (M4NS-IIj-104.1) 2 days
Day 34: Compares decimal numbers.
Day 35: Arranges decimal numbers.

QUARTER 3
Content Standard: The learner demonstrates understanding of the concepts of parallel and perpendicular lines, angles, triangles, and
quadrilaterals.
Performance Standard: The learner is able to describe parallel and perpendicular lines, angles, triangles, and quadrilaterals
35 Describes and draws parallel, intersecting, and perpendicular lines using ruler and set
square.
2 days
Day 1: Describes and identifies parallel, intersecting, and perpendicular lines.
Day 2: Draws parallel, intersecting, and perpendicular lines using ruler and set square
36 Describes and illustrates different angles (right, acute, and obtuse) using models. (M4GE-
IIIb-14)
2 days
Day 3: Describes and illustrates different angles (right, acute, and obtuse) using models
Day 4: Draws different angles (right, acute, and obtuse) using protractor.
37 Describes the attributes/properties of triangles and quadrilaterals using concrete objects or
models. (M4GE-IIIb-15)
3 days
Day 5: Describes the attributes/properties of triangles using concrete objects or models
Day 6: Describes the attributes/properties of quadrilaterals (parallelogram: square,
rhombus, and rectangle) using concrete objects or models
Day 7: Describes the attributes/properties of quadrilaterals (trapezoid) using concrete
objects or models
38 Identifies and describes triangles according to sides and angles. (M4GE-IIIc-16) 1 days
Day 8: Identifies and describes triangles according to sides and angles.
39 Identifies and describes the different kinds of quadrilaterals: square, rectangle,
parallelogram, trapezoid, and rhombus. (M4GE-IIIc-17)
2 days
Day 9: Identifies and describes the different kinds of quadrilaterals: square, rectangle, and
rhombus
Day 10: Identifies and describes the different kinds of quadrilaterals: parallelogram and
trapezoid,
40 Relates triangles to quadrilaterals (M4GE-IIId-18.1) 1 day
Day 11: Relates triangles to quadrilaterals
41 relates one quadrilateral to another quadrilateral (e.g. square to rhombus). (M4GE-IIId-18.2) 3 days
Day 12: Relates one quadrilateral to another quadrilateral: square to rhombus; square to
rectangle by using models or objects.
Day 13: Relates one quadrilateral to another quadrilateral: parallelogram to trapezoid by
using models or objects.
Day 14: Relates one quadrilateral to another quadrilateral: square to rhombus; square to
rectangle; parallelogram to trapezoid by using properties of the quadrilaterals.

Content Standard: The learner demonstrates understanding of concepts of continuous and repeating patterns and number
sentences.
Performance Standard: The learner is able to identify the missing element in a pattern and number sentence.
# MELC Number of
days taught
Remarks
42 Determines the missing term/s in a sequence of numbers (odd numbers,
even numbers, multiples of a number, factors of a number, etc.) e.g., 3, 6, 9,
__ 4, 8, 12, 16 (M4AL-IIIe-5)
2 days
Day 15: Determines the missing term/s in a sequence of odd and even
numbers, multiples of a number
Day 16: Determines the missing term/s in a sequence of factors of a number
and other sequences
43 Finds the missing number in an equation involving properties of operations.
(e.g. (4+_) + 8 = 4 + (5 + __) (M4AL-IIIe-13)
competency, give input and
exercise first on:
find the missing value in a
number sentence involving
multiplication or division of whole
numbers. e.g., n x 7 = 56 56 ÷ n =
8 (G3, Q3)
Day 17: Finds the missing number in an equation involving identity, zero and
commutative property.
Day 18: Finds the missing number in an equation involving associative
property and distributive property of multiplication over addition.
Content Standard: The learner demonstrates understanding of the concept of time, perimeter, area, and volume.
Performance Standard: The learner is able to apply the concepts of time, perimeter, area, and volume to mathematical problems
and real-life situations.
44 Finds the elapsed time in minutes and seconds. (M4ME-IIIf-11) 1 day
Day 19: Finds the elapsed time in minutes and seconds.
45 Estimates the duration of time in minutes. (M4ME-IIIf-12) 1 day
Day 20: Estimates the duration of time in minutes
46 Solves problems involving elapsed time. (M4ME-IIIg-13) 2 days
Day 21: Solves problems involving elapsed time using counting methods
Day 22: Solves problems involving elapsed time using subtraction with and
without regrouping
47 Visualizes the perimeter of any given plane figure in different situations.
(M4ME-IIIg-48)
2 days
Day 23: Visualizes the perimeter of triangle and any other kinds of triangles in
different situations
Day 24: Visualizes the perimeter of quadrilaterals and any given plane figure
in different situations

# MELC Number of
days taught
Remarks
48 Measures the perimeter of any given figure using appropriate tools. (M4ME-
IIIh-49)
1 day
Day 25: Measures the perimeter of any given figure using appropriate tools.
49 Finds the perimeter of triangles, squares, rectangles, parallelograms, and
trapezoids. (M4ME-IIIi-51)
2 days
Day 26: Finds the perimeter of triangles and trapezoids.
Day 27: Finds the perimeter of parallelogram: squares and rectangles,
50 Solves routine and non-routine problems in real-life situations involving
perimeter of squares and rectangles, triangles, parallelograms, and
trapezoids.
2 days
Day 28: Solves routine and non-routine problems in real-life situations
involving perimeter of triangles and trapezoids.
Day 29: Solves routine and non-routine problems in real-life situations
involving perimeter of parallelograms: squares and rectangles.
51 Differentiates perimeter from area. (M4ME-IIIj-53) 1 day
Day 30: Identify and differentiates perimeter from area.
52 Converts sq. cm to sq. m and vice versa. (M4ME-IIIj-54) 3 days
Day 31: Converts sq. cm to sq. dm and vice versa
Day 32: Converts sq. dm to sq. m and vice versa
Day 33: Converts sq. cm to sq. m and vice versa
QUARTER 4
Content Standard: The learner demonstrates understanding of the concept of time, perimeter, area, and volume.
Performance Standard: The learner is able to apply the concepts of time, perimeter, area, and volume to mathematical problems
and real-life situations.
53 Finds the area of irregular figures made up of squares and rectangles using sq. cm and sq.
m. (M4ME-IVa-55)
2 days
Day 1: Finds the area of irregular figures made up of squares using sq. cm and sq. meter.
Day 2: Finds the area of irregular figures made up of rectangles using sq. cm and sq.
meter.
54 Finds the area of triangles, parallelograms and trapezoids using sq. cm and sq. m. (M4ME-
IVb-58)
3 days
Day 3: Finds the area of triangles, using sq. cm and sq. m.

Day 4: Finds the area of parallelograms using sq. cm and sq. m.
Day 5: Finds the area of trapezoids using sq. cm and sq. m.
55 Solves routine and non-routine problems involving squares, rectangles, triangles,
parallelograms, and trapezoids. (M4ME-IVc-60)
2 days
Day 6: Solves routine and non-routine problems involving parallelograms: squares and
rectangles.
Day 7: Solves routine and non-routine problems involving triangles and trapezoids.
56 Visualizes the volume of solid figures in different situations using non-standard (e.g.
marbles, etc.) and standard units. (M4ME-IVd-62)
2 days
Day 8: Visualizes the volume of solid figures in different situations using non-standard (e.g.,
marbles, etc.)
Day 9: Visualizes the volume of solid figures in different situations using standard units.
57 Finds the volume of a rectangular prism using cu. cm and cu. m. (M4ME-I'Ve-64) 2 days
Day 10: Visualizes the formula for the volume of a rectangular prisms.
Day 11: Finds the volume of a rectangular prism using cu.cm and cu. m.
58 Solves routine and non-routine problems involving the volume of a rectangular prism.
(M4ME-IVf-65)
2 days
Day 12: Solves routine and non-routine problems involving the volume of a cube.
Day 13: Solves routine and non-routine problems involving the volume of a rectangular
prism.
Content Standard: The learner demonstrates understanding of the concepts of bar graphs and simple experiments.
Performance Standard: The learner is able to create and interpret simple representations of data (tables and bar graphs) and
describe outcomes in simple experiments.
59 Collects data on two variables using any source. (M4SP-IVg-1.4) 3 days
Day 14: Collects data on two variables using questionnaire.
Day 15: Collects data on two variables using Interview
Day 16: Collects data on two variables using secondary sources e.g. newspapers,
government websites etc.
60 Organizes data in tabular form and presents them in a single/double horizontal or vertical
bar graph. (M4SP-IVg-2.4)
2 days
Day 17: Organizes data in tabular form and presents in a single horizontal and vertical bar
graph
Day 18: Organizes data in tabular form and presents in a double horizontal and vertical
bar graph.

# MELC Number of
days taught
Remarks
61 Interprets data presented in different kinds of bar graphs
(vertical/horizontal, single/double bars). (M4SP-IVg-3.4)
2 days
Day 19: Interprets data presented in a single horizontal or vertical bar
graph.
Day 20: Interprets data presented in double horizontal or vertical bar
graph.
62 Solves routine and non-routine problems using data presented in a single
or double-bar graph. (M4SP-IVh-4.4)
2 days
Day 21: Solves routine and non-routine problems using data presented in a
single bar graph
Day 22: Solves routine and non-routine problems using data presented in a
double bar graph
63 Draws inferences based on data presented in a double-bar graph. (M4SP-
IVh-5.4)
1 day
Day 23: Draws inferences based on data presented in a double-bar
graph.
64 Records favorable outcomes in a simple experiment (e.g., tossing a coin,
spinning a wheel, etc.) (M4SP-IVi-9)
tells whether an event is sure, likely,
equally likely, unlikely, and
impossible to happen (G3,Q4)
describes events in real-life situations
using the phrases “sure to happen,
“likely to happen”, “equally likely to
happen”, “unlikely to happen”, and
“impossible to happen”.
Day 24: Records favorable outcomes in a simple experiment by tossing a
coin.
Day 25: Records favorable outcomes in a simple experiment by rolling a
die.
Day 26: Records favorable outcomes in a simple experiment choosing
cards from a deck of cards.
Day 27: Records favorable outcomes in a simple experiment by spinning a
wheel
65 Expresses the outcome in a simple experiment in words, symbols, tables,
or graphs. (M4SP-IVi-10)
2 days
Day 28: Expresses the outcome in a simple experiment in words and
symbols.
Day 29: Expresses the outcome in a simple experiment in tables or graphs.

# MELC Number of
days taught
Remarks
66 Explains the outcomes in an experiment. (M4SP-IVi-11) 1 day Make sure to give samples involving
different experiments such as tossing
a coin, rolling a die, drawing a card,
spinning a wheel.
Day 30: Interprets and explains the outcomes in an
experiment.
67 Solves routine and non-routine problems involving a simple experiment.
(M4SP-IVj-12)
2 days
Day 31: Solves routine problems involving a simple experiment.
Day 32: Solves non-routine problems involving a simple experiment.

QUARTER 1
Content Standard: The learner demonstrates understanding of divisibility, order of operations, factors, and multiples, and the four
fundamental operations involving fractions.
Performance Standard: The learner is able to apply divisibility, order of operations, factors and multiples, and the four fundamental
operations involving fractions in mathematical problems and real-life situations.
# MELC Number of
days taught
Remarks
1 Uses divisibility rules for 2, 5 and 10 to find the common factors of numbers.
(M5NS-Ib-58.1)
2 days
Day 1: Identifies and states the divisibility rules for 2, 5 and 10.
Day 2: Uses divisibility rules for 2, 5 and 10 to find the common factors of numbers.
2 Uses divisibility rules for 3, 6 and 9 to find common factors. (M5NS-Ib-58.2) 2 days
Day 3: Uses divisibility rules for 3 and 9 to find common factors.
Day 4: Uses divisibility rules for 6 to find common factors.
3 Uses divisibility rules for 4, 8, 12 and 11 to find common factors. (M5NSIb-58.3) 3 days
Day 5: Uses divisibility rules for 4 and 8 to find common factors.
4 Solves routine and non-routine problems involving factors, multiples, and
divisibility rules for 2,3,4,5,6,8,9,10,11, and 12. (M5NS-Ic-59) 2 days
Day 8: Solves routine problems involving factors, multiples, and divisibility rules for
2,3,4,5,6,8,9,10,11, and 12.
Day 9: Solves non-routine problems involving factors, multiples, and divisibility
rules for 2,3,4,5,6,8,9,10,11, and 12.
5 Performs a series of more than two operations on whole numbers applying
Parenthesis, Multiplication, Division, Addition, Subtraction (PMDAS) or Grouping,
Multiplication, Division, Addition, Subtraction (GMDAS) correctly.
competency, give inputs and
exercises first on:
performs a series of two or
more operations
applying Multiplication,
Division, Addition,
Subtraction (MDAS) correctly.
Day 10: Performs a series of operations on whole numbers applying any two
operations and a parenthesis using the PMDAS or GMDAS rule.
Day 11: Performs a series of operations on whole numbers applying any three to
four operations and grouping symbols using the PMDAS or GMDAS rule.

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