GRADE 9 MATH MELC .pptx

NATIONAL MATHEMATICS PROGRAM
(MPRE INSET)
JANUARY 26, 2024

MOST ESSENTIAL LEARNING COMPETENCIES
MELC – GRADE 9
CARLITO B. DIONEDAS, JR.
Teacher II
Lamba National High School

At the end of the session, teachers should be able to:
• Identify the salient parts of DO 12, s.2020;
• Familiarize with DepEd’s Learning strategies and modalities
• Revisit the content of Self Learning Modules
• Grasp the Most Essential Learning Competencies for Grade
9.
GRADE 9 – MOST ESSENTIAL LEARNING COMPETENCIES
DEPARTMENT OF EDUCATION-SCHOOLS DIVISION OF SOUTH COTABATO
OBJECTIVES:

• School Calendar of Activities for SY 2020 – 2021
• Learning Strategies and Modalities
• Self Learning Modules
• Adoption of Most Essential Learning Competencies
(MELC)
DepEd Order 12 s.2020 – ADOPTION OF THE BASIC EDUCATION
LEARNING CONTINUITY PLAN…

School Calendar of Activities for SY 2020 – 2021
Deped Order 30 s.2020 (Amendment to DO 7,s.2020)
• Quarter I October 5, 2020 – December 12, 2020
• Quarter II January 4, 2021 – February 6, 2021
• Quarter III February 15, 2021 – April 10, 2021
• Quarter IV April 12, 2021 – June 5, 2021
DepEd Order 12 s.2020 – ADOPTION OF THE BASIC
EDUCATION LEARNING CONTINUITY PLAN…

Learning Strategies and Modalities
1. Face – to – Face
2. Distance Learning
• Modular Distance Leaning
• Online Distance Learning
• TV/Radio Based Instructions (TV/RBI)
3. Blended Learning
4. Homeschooling

The learning delivery modalities that schools
can adopt may be one or a combination of the
following, depending on the COVID-19
restrictions and the particular context of the
learners in the school or locality.
LEARNING DELIVERY MODALITIES

This refers to a learning delivery modality
where the students and the teacher are both
physically present in the classroom, and there
are opportunities for active engagement,
immediate feedback, and socioemotional
development of learners.
1. FACE TO FACE

Face-to-face option may also be feasible in
very low risk areas such as the geographically
isolated, disadvantaged, and conflict affected
areas (GIDCA) with no history of infection and
with easily monitored external contacts, but with
teachers and learners living in the vicinity of the
school.
1. FACE TO FACE

Any face-to-face learning delivery must have
proper risk assessment and must adhere to the
health protocols in place. Potential learning
spaces in the community near the school may be
explored to add spaces for the conduct of classes
with the appropriate social distancing.
1. FACE TO FACE

This refers to a learning delivery modality
where learning takes place between the teacher
and the learners who are geographically remote
from each other during instruction. This modality
has three types: Modular Distance Learning
(MDL), Online Distance Learning (ODL), and
television (TV)/Radio-Based Instruction.
2. DISTANCE LEARNING

It Involves individualized instruction that allows
learners to use SLMs in print or digital format,
whichever is applicable in the context of the learner,
and other learning resources like learner’s materials,
textbooks, activity sheets, study guides, and other
study materials. Learners access electronic copies of
learning materials on a personal computer (PC), tablet
PC, or smartphone. CDs, DVDs, USB storage, and
computer-based applications can all be used to deliver
e-learning materials, including offline e-books.
2.1 Modular Distance Learning

The teacher takes the responsibility of
monitoring the progress of the learners. The
learners may ask assistance from the teacher via
email, telephone, text message/instant
messaging, etc. Where possible, the teacher
shall do home visits to learners needing
remediation or assistance. Any member of the
family or other stakeholders in the community
need to serve as para-teachers.
2.1 Modular Distance Learning

It features the teacher as facilitator, engaging
learners' active participation through the use of various
technologies accessed through the internet while they are
geographically remote from each other during instruction.
The internet is used to facilitate learner-teacher and peer-
to-peer communication. Online learning allows live
synchronous instruction. It requires participants to have a
good and stable internet connection. It is more interactive
than the other types of distance learning and the responses
are in real-time.
2.2 Online Distance Learning

The learners may download materials from
the internet, complete and submit
assignments online, and attend webinars and
virtual classes. This is practiced effectively by
using a Learning Management System or related
32 technologies. The DepEd Commons and
DepEd Learning Resource (LR) Portal fall in
this category.
2.2 Online Distance Learning

It utilizes SLMs converted to video lessons for
Television-Based Instruction and SLMs converted to
radio scripts for Radio-Based Instruction.
Distance learning modality is most viable for
independent learners, and learners supported by
periodic supervision of parents or guardians.
The challenge will be in dealing with learners not
capable of independent learning. This is the subject of
further discussion within DepEd, and with partners
and parents.
2.3 TV/Radio-Based Instruction

This refers to a learning delivery that combines face-to-
face with any or a mix of online distance learning, modular
distance learning, and TV/Radio-based Instruction. Blended
learning will enable the schools to limit face-to-face learning,
ensure social distancing, and decrease the volume of people
outside the home at any given time.
Critical for implementation will be the production of the
needed teacher’s and learner’s learning materials (DepEd LR
Portal and DepEd Commons will be maximized), as well as the
support of media institutions like TV and radio stations.
3. Blended Learning

This is an ADM that aims to provide learners with quality
basic education that is facilitated by qualified parents,
guardians, or tutors who have undergone relevant training
in a home-based environment. It allows families to educate
according to their personal faith, philosophy, and values, and to
adjust learning schedules around family schedules and
circumstances. However, there remain several issues in its
implementation, including the supervision of licensed teachers
and alignments with the curriculum. Thus, this modality will be
the subject of a later DepEd issuance before its expansion.
4. Homeschooling

The current global health crisis poses a profound impact on the
basic education system as approximately 87% of the world’s student
population, or about 1.5 billion learners, have been affected by school
closures (UNESCO, 2020).
In the Philippines, ensuring the welfare of more than 27 million
learners in basic education alone requires indomitable commitment
amidst the crisis. UNESCO reiterates its stand: “Education cannot
wait. If learning stops, we will lose human capital.”
The DepEd echoes UNESCO’s belief that educational
quality, access, and system strengthening cannot be
compromised in times of crisis.
MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
OVERVIEW

The DepEd affirms its commitment to sustaining the delivery of
quality, accessible, relevant and liberating Philippine basic
education services anchored on the Sulong Edukalidad framework.
It will continue to strive to produce holistic Filipino learners with
21st century skills.
The Bureau of Curriculum Development ensures that learning
standards are relevant and flexible to address the complete,
disruptive, volatile, and ambiguous impact of COVID-19 in the basic
education sector.
Working on the said premise, the Department hereby releases
the Most Essential Learning Competencies to be used nationwide for
SY 2020-2021.
MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
OVERVIEW

Essential Learning Competencies are defined as what the
students need, considered indispensable, in the teaching-
learning process to building skills to equip learners for
subsequent grade levels and subsequently, for lifelong learning.
Desirable Learning Competencies defined as what may
enhance education but may not be necessary in building
foundational skills.
ELCs VS DLC’s

This module was designed to provide
students with fun and meaningful opportunities
for guided and independent learning at students
own pace and time.
SELF LEARNING MODULE
SLM

It enables the student to process the content of
the learning resource while being an active learner.
SELF LEARNING MODULE
SLM

Icon Title Meaning
What I Need To Know
This will give you an idea of the
skills or competencies you are
expected to learn in the module.

Icon Title Meaning
What I Know
This part includes an activity
that aims to check what you
already know about the lesson
to take. If you get all the
answers correct (100%), you
may decide to skip this module.

Icon Title Meaning
What’s In
This is a brief drill or review to
help you link the current lesson
with the previous one.

Icon Title Meaning
What’s New
In this portion, the new lesson
will be introduced to you in
various ways such as a story, a
song, a poem, a problem
opener, an activity or a
situation.

Icon Title Meaning
What Is It
This section provides a brief
discussion of the lesson. This
aims to help you discover and
understand new concepts and
skills.

Icon Title Meaning
What’s More
This comprises activities for
independent practice to solidify
your understanding and skills
of the topic. You may check the
answers to the exercises using
the Answer Key at the end of
the module.

Icon Title Meaning
What I Have Learned
This includes questions or
blank sentence/paragraph to be
filled in to process what you
learned from the lesson.

Icon Title Meaning
What I Can Do
This section provides an activity
which will help your transfer
your new knowledge or skill into
real life situations or concerns.

Icon Title Meaning
Assessment
This is a task which aims to
evaluate your level of mastery in
achieving the learning
competency.

Icon Title Meaning
Additional Activities
In this portion, another activity
will be given to you to enrich
your knowledge or skill of the
lesson learned. This also tends
retention of learned concepts.

Icon Title Meaning
Answer Keys This contains answers to all
activities in the module.

GRADE 9 MOST ESSENTIAL
LEARNING COMPETENCIES
(MELC)

Adoption of Most Essential Learning Competencies (MELC)
Subjects Number of
LCs in
Current CG
Number of
MELCs
Percentage
of MELCs
Percentage
of Removed
LCs
Mathematics 741 543 73% 27%

Learning Competency is ESSENTIAL if:
1. It is aligned with national and/or local
standards/framework.
2. It connects the content to higher concepts across
content areas.
3. It is applicable to real-life situations.
4. If students leave school, it would still be important
for them to have this competency above many others.
5. It would not be expected for most students to learn
this in settings other than through formal education.
CHARACTERISTICS OF AN ELCs

Most Essential Learning Competencies (MELC) Quarter I
Content
Standards
The
Learner…
Performance
Standards
The Learner…
Most Essential Learning Competencies
The Learner…
Duration Code
demonstrates
understanding
of key
concepts of
quadratic
equations,
inequalities
and functions,
and rational
algebraic
equations.
is able to investigate
thoroughly
mathematical
relationships in
various situations,
formulate real life
problems involving
quadratic
equations,
inequalities and
functions, and
rational algebraic
equations and solve
them using a
variety of strategies.
illustrates quadratic equations.
Week 1
M9AL-Ia-1
solves quadratic equations by: (a)
extracting square roots; (b)
factoring; (c) completing the square;
and (d) using the quadratic
formula.
M9AL-Ia-b-1

Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of key
concepts of
quadratic
equations,
inequalities
and functions,
and rational
algebraic
equations.
thoroughly
mathematical
relationships in
various situations,
formulate real life
problems involving
quadratic
equations,
inequalities and
functions, and
rational algebraic
equations and solve
them using a
variety of strategies.
characterizes the roots of a
quadratic equation using the
discriminant.
Week
2-3
M9AL-Ic-1
describes the relationship between
the coefficients and the roots of a
quadratic equation.
M9AL-Ic-2
solves equations transformable to
quadratic equations (including
rational algebraic equations).
M9AL-Ic-d-1

Content
Standards
The
Learner…
Performance
Standards
Most Essential Learning Competencies Duration Code
demonstrates
understanding
of key
concepts of
quadratic
equations,
inequalities
and functions,
and rational
algebraic
equations.
thoroughly
mathematical
relationships in
various situations,
formulate real life
problems involving
quadratic equations,
inequalities and
functions, and
rational algebraic
equations and solve
them using a variety
of strategies.
solves problems involving quadratic
equations and rational algebraic
equations.
Week 4 M9AL-Ie-1

Content
Standards
The
Learner…
Performance
Standards
demonstrates
understanding
of key
concepts of
quadratic
equations,
inequalities
and functions,
and rational
algebraic
equations.
thoroughly
mathematical
relationships in
various situations,
formulate real life
problems involving
inequalities and
functions, and
rational algebraic
equations and solve
of strategies.
illustrates quadratic inequalities
Week 5
M9AL-If-1
solves quadratic inequalities. M9AL-If-2
inequalities.
M9AL-If-g-1

Content
Standards
The
Learner…
Performance
Standards
demonstrates
understanding
of key
concepts of
quadratic
equations,
inequalities
and functions,
and rational
algebraic
equations.
thoroughly
mathematical
relationships in
various situations,
formulate real life
problems involving
inequalities and
functions, and
rational algebraic
equations and solve
of strategies.
models real-life situations using
quadratic functions.
Week 6
M9AL-Ig-2
represents a quadratic function
using:
(a) table of values;
(b) graph; and
(c) equation.
M9AL-Ig-3

Content
Standards
The
Learner…
Performance
Standards
demonstrates
understanding
of key
concepts of
quadratic
equations,
inequalities
and functions,
and rational
algebraic
equations.
thoroughly
mathematical
relationships in
various situations,
formulate real life
problems involving
inequalities and
functions, and
rational algebraic
equations and solve
of strategies.
transforms the quadratic function defined
by y = ax2 + bx + c into the form
y = a(x – h)2 + k.
Week 7-
8
M9AL-Ih-1
graphs a quadratic function: (a) domain; (b)
range; (c) intercepts; (d) axis of symmetry;
(e) vertex; (f) direction of the opening of the
parabola.
M9AL-Ig-h-i-
1
analyzes the effects of changing the values
of a, h and k in the equation y = a(x – h)2 +
k of a quadratic function on its graph.
M9AL-Ii-2

Content
Standards
The
Learner…
Performance
Standards
demonstrates
understanding
of key
concepts of
quadratic
equations,
inequalities
and functions,
and rational
algebraic
equations.
thoroughly
mathematical
relationships in
various situations,
formulate real life
problems involving
inequalities and
functions, and
rational algebraic
equations and solve
of strategies.
determines the equation of a
quadratic function given: (a) a table
of values; (b) graph; (c) zeros.
Week 9
M9AL-Ij-1
functions.
M9AL-Ii-j-2

Most Essential Learning Competencies (MELC) Quarter II
Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of key
concepts of
variation and
radicals.
is able to formulate
and solve accurately
problems involving
radicals.
illustrates situations that involve
the following variations: (a) direct;
(b) inverse; (c) joint; (d) combined.
Week
1-2
M9AL-IIa-1
translates into variation statement a
relationship between two quantities
given by: (a) a table of values; (b) a
mathematical equation; (c) a graph,
and vice versa.
M9AL-IIa-b-1
solves problems involving variation. M9AL-IIb-c-1

Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of key
concepts of
variation and
radicals.
problems involving
radicals.
applies the laws involving positive
integral exponents to zero and
negative integral exponents.
Week
3
M9AL-IId-1

Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of key
concepts of
variation and
radicals.
problems involving
radicals.
simplifies expressions with rational
exponents.
Week 4
M9AL-IIe-1
writes expressions with rational
exponents as radicals and vice
versa.
M9AL-IIf-1

Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of key
concepts of
variation and
radicals.
problems involving
radicals.
derives the laws of radicals.
Week 5
M9AL-IIf-2
simplifies radical expressions using
the laws of radicals.
M9AL-IIg-1

Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of key
concepts of
variation and
radicals.
problems involving
radicals.
performs operations on radical
expressions. Week 6 M9AL-IIh-1
solves equations involving radical
expressions. Week 7 M9AL-IIi-1
solves problems involving radicals.
Week 8 M9AL-IIj-1

Most Essential Learning Competencies (MELC) Quarter III
Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of key
concepts of
parallelograms
and triangle
similarity.
.
is able to
investigate, analyze,
and solve problems
involving
parallelograms and
triangle similarity
through appropriate
and accurate
representation.
determines the conditions that make
a quadrilateral a parallelogram.
Week 1
M9GE-IIIa-2
uses properties to find measures of
angles, sides and other quantities
involving parallelograms. M9GE-IIIb-1

Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of key
concepts of
parallelograms
and triangle
similarity.
.
is able to
and solve problems
involving
parallelograms and
triangle similarity
through appropriate
and accurate
representation.
proves theorems on the different
kinds of parallelogram (rectangle,
rhombus, square).
Week 2 M9GE-IIIc-1
proves the Midline Theorem.
Week 3
M9GE-IIId-1
proves theorems on trapezoids and
kites. M9GE-IIId-2

Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of key
concepts of
parallelograms
and triangle
similarity.
.
is able to
and solve problems
involving
parallelograms and
triangle similarity
through appropriate
and accurate
representation.
solves problems involving
parallelograms, trapezoids and kites. Week 4 M9GE-IIIe-1
describes a proportion.
Week 5
M9GE-IIIf-1
applies the fundamental theorems of
proportionality to solve problems
involving proportions.
M9GE-IIIf-2

Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of key
concepts of
parallelograms
and triangle
similarity.
.
is able to
and solve problems
involving
parallelograms and
triangle similarity
through appropriate
and accurate
representation.
illustrates similarity of figures.
Week 6-7
M9GE-IIIg-1
proves the conditions for similarity of
triangles.
1.1 SAS similarity theorem
1.2 SSS similarity theorem
1.3 AA similarity theorem
1.4 right triangle similarity theorem
1.5 special right triangle theorems
M9GE-IIIg-h-1
applies the theorems to show that given
triangles are similar.
M9GE-IIIi-1

Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of key
concepts of
parallelograms
and triangle
similarity.
.
is able to
and solve problems
involving
parallelograms and
triangle similarity
through appropriate
and accurate
representation.
proves the Pythagorean Theorem.
Week 8
M9GE-IIIi-2
solves problems that involve triangle
similarity and right triangles.
M9GE-IIIj-1

Most Essential Learning Competencies (MELC) Quarter IV
Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of the basic
concepts of
trigonometry.
is able to apply the
concepts of
trigonometric ratios
to formulate and
solve real-life
problems with
precision and
accuracy.
illustrates the six trigonometric
ratios: sine, cosine, tangent, secant,
cosecant, and cotangent.
Week
1-2
M9GE-IVa-1
finds the trigonometric ratios of
special angles.
M9GE-IVb-c-
1

Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of the basic
concepts of
trigonometry.
concepts of
to formulate and
solve real-life
problems with
precision and
accuracy.
illustrates angles of elevation and
angles of depression.
Week 3-5
M9GE-IVd-1
uses trigonometric ratios to solve
real-life problems involving right
triangles.
M9GE-IVe-1

Content
Standards
The
Learner…
Performance
Standards
The Learner…
The Learner…
Duration Code
demonstrates
understanding
of the basic
concepts of
trigonometry.
concepts of
to formulate and
solve real-life
problems with
precision and
accuracy.
illustrates laws of sines and cosines.
Week 6-8
M9GE-IVf-g-1
solves problems involving oblique
triangles. M9GE-IVh-j-1

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