The document provides an overview of the K to 12 Mathematics curriculum guide for grade 1 in the Philippines. It discusses the conceptual framework, which identifies critical thinking and problem solving as the twin goals of mathematics education. It also outlines the five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. The guide is grounded in learning principles like experiential learning, reflective learning, constructivism, cooperative learning, and discovery-based learning.

1. Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
MATHEMATICS
(Grade 1)
January 31, 2012

2. K TO 12 MATHEMATICS
CONCEPTUAL FRAMEWORK
Mathematics is one subject that pervades life at any age, in any circumstance. Thus, its value goes beyond the classroom and the school.
Mathematics as a school subject, therefore, must be learned comprehensively and with much depth.
The twin goals of mathematics in the basic education levels, K-10 are Critical Thinking and Problem Solving. We adopt the definition of critical thinking
by Scriven and Paul (1987):
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
On the other hand, we define Problem Solving in mathematics using Polya’s (1945 & 1962) definition:
Mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.
These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirable
values and attitudes, and appropriate tools, recognizing as well the different contexts of Filipino learners.
There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and Number Sense,
Measurement, Geometry, Patterns and Algebra, and Probability and Statistics.
The specific skills and processes to be developed are: Knowing and Understanding; Estimating, Computing and Solving; Visualizing and Modelling;
Representing and Communicating; Conjecturing, Reasoning, Proving and Decision-making, and: Applying and Connecting.
The following values and attitudes are to be honed as well: Accuracy, Creativity, Objectivity, Perseverance, and Productivity.
We recognize that the use of appropriate tools is needed in teaching mathematics. These include: manipulative objects, measuring devices,
calculators and computers, Smartphones and tablet PCs, and the Internet.
We define context as a locale, situation or set of conditions of Filipino learners that may influence their study and use of mathematics to develop critical
thinking and problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and practices, and learner’s prior
knowledge and experiences.
*K to 12 Curriculum Guide – version as of January 31, 2012
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3. K TO 12 MATHEMATICS
The framework is supported by the following underlying learning principles and theories: Experiential and Situated Learning, Reflective Learning,
Constructivism, Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these theories.
Experiential learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. Experiential learning theory
defines learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping
and transforming experience" (Kolb, 1984, p. 41). Situated learning, theorized by Lave and Wenger, is learning in the same context on which concepts and
theories are applied.
Reflective learning refers to learning that is facilitated by reflective thinking. It is not enough that learners encounter real-life situations. Deeper learning
occurs when learners are able to think about their experiences and process these allowing them the opportunity to make sense and meaning of their
experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his own experiences and connects
them to new ideas that are encountered.
Cooperative Learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task.
The mathematics curriculum allows for students to learn by asking relevant questions and discovering new ideas. Discovery and Inquiry-based
learning (Bruner, 1961) support the idea that students learn when they make use of personal experiences to discover facts, relationships and concepts.
*K to 12 Curriculum Guide – version as of January 31, 2012
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4. K TO 12 MATHEMATICS
Figure 1. The Conceptual Framework of Mathematics Education
*K to 12 Curriculum Guide – version as of January 31, 2012
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5. K TO 12 MATHEMATICS
BRIEF COURSE DESCRIPTION
Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic and reasoning. Mathematics is also a
tool of science and a language complete with its own notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed.
The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra and Statistics and Probability.
Numbers and Number Sense as a strand includes concepts of numbers, properties, operations, estimation and their applications.
Measurement as a strand includes the use of numbers and measures to describe, understand and compare mathematical and concrete objects. It
focuses on attributes such as length, mass and weight, capacity, time, money and temperature among others, as well as applications involving perimeter,
area, surface area, volume and angle measure.
Geometry as a strand includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning and geometric
modeling and proofs.
Patterns and Algebra as a strand studies patterns, relationships and changes among shapes and quantities and includes the use of algebraic
notations and symbols, equations and most importantly, functions, to represent and analyze relationships.
Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables and graphs, understanding,
analyzing and interpreting data, dealing with uncertainty and making predictions and outcomes.
The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it provides necessary
concepts and life skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of our beloved country, the
Philippines.
*K to 12 Curriculum Guide – version as of January 31, 2012
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6. K TO 12 MATHEMATICS
LEARNING AREA STANDARD:
The learner demonstrates understanding and appreciation of key concepts and principles of mathematics
as applied, using appropriate technology, in problem solving, communicating, reasoning, making
connections, representations, and decisions in real life.
KEY STAGE STANDARDS:
K–3
4–6
7 – 10
The learner demonstrates understanding. . .
The learner demonstrates understanding. . .
The learner demonstrates understanding. . .
At the end of Grade 3, the learner demonstrates
understanding and appreciation of key concepts
and skills involving whole numbers up to ten
thousand, fractions, measurement, simple
geometric figures, pre-algebra concepts and
data representation and analysis as applied,
using appropriate technology, in critical thinking,
problem solving, reasoning, communicating,
making connections, representations and
decisions in real life.
At the end of Grade 6, the learner demonstrates
understanding and appreciation of key concepts
and skills involving rational numbers,
measurement, geometric figures, pre-algebra
concepts, simple probability and data analysis as
applied, using appropriate technology, in critical
thinking, problem solving, reasoning,
communicating, making connections,
representations and decisions in real life.
At the end of grade 10, the learner
demonstrates understanding and appreciation
of key concepts and skills involving number
sense, measurement, algebra, geometry,
probability and statistics, and trigonometry as
applied, using appropriate technology, in
critical thinking, problem solving,
communicating, reasoning, making
connections, representations, and decisions in
real life.
*K to 12 Curriculum Guide – version as of January 31, 2012
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7. K TO 12 MATHEMATICS
GRADE LEVEL STANDARDS:
Grade Level
Grade Level Standards
K
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 20, space and
measurement, simple geometric figures, pre-algebra concepts and data collection as applied, using appropriate technology, in critical
thinking, problem solving, reasoning, communicating, making connections, representations and decision in real life.
Grade 1
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 100, fractions,
measurement, simple geometric figures, pre-algebra concepts, data collection and representation as applied, using appropriate
technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in real
life.
Grade 2
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 1 000, fractions,
measurement and geometric figures, pre-algebra concepts, data collection, representation and analysis as applied, using appropriate
technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in real
life.
Grade 3
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 10 000, fractions,
measurement, geometric figures, pre-algebra concepts, data collection, representation and analysis as applied, using appropriate
technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in real
life.
Grade 4
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 100 000,
fractions, decimals including money, ratio, angles, plane figures like square, rectangle, and triangle, measurement (perimeter, area of
triangle, parallelogram and trapezoids, volume of cubes and rectangular prisms, pre-algebra concepts, data collection, representation
and analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making
connections, representations and decisions in real life.
Grade 5
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 10 000 000,
fractions, decimals including money, ratio, percent, geometry (circles and five or more-sided polygons), measurement (circumference,
area of circle, volume of cubes and rectangular prisms, temperature) ,pre-algebra concepts, data collection, representation and
analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making
connections, representations and decisions in real life.
*K to 12 Curriculum Guide – version as of January 31, 2012
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8. K TO 12 MATHEMATICS
Grade Level
Grade Level Standards
Grade 6
The learner is expected to have mastered the concepts and operations on whole numbers; demonstrates understanding and
appreciation of the key concepts and skills involving fractions, decimals including money, ratio and proportion, percent, rate, integers,
geometry (spatial figures), measurement (surface area, volume, meter reading), pre-algebra concepts, data collection, representation
and analysis, probability, expressions and equations as applied, using appropriate technology, in critical thinking, problem solving,
reasoning, communicating, making connections, representations and decisions in real life.
Grade 7
The learner demonstrates understanding of key concepts and principles of number sense, measurement, algebra, geometry,
probability and statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
Grade 8
The learner demonstrates understanding of key concepts and principles of algebra, geometry, probability and statistics as applied,
using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations
and decisions in real life.
Grade 9
The learner demonstrates understanding of key concepts and principles of algebra, geometry, and trigonometry as applied, using
appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and
decisions in real life.
Grade10
The learner demonstrates understanding of key concepts and principles of number sense, algebra, geometry, probability and
statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making
connections, representations and decisions in real life.
*K to 12 Curriculum Guide – version as of January 31, 2012
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9. K TO 12 MATHEMATICS
GRADE 1
Content
Content Standards
Performance Standards
Learning Competencies
The learner demonstrates
understanding of…
The learner is able to…
The learner…



recognizes cardinal numbers from 0 to 100.

counts and tells the number of objects in a
given set by ones and tens.

identifies the number that is one more or one
less from a given number.

composes and decomposes a given number.

regroups sets of ones into sets of tens and
sets of tens into hundred using objects.

compares two sets using the expressions
“fewer than,” “more than,” and “as many as.”

orders sets from least to greatest and
viceversa.

counts by 2’s, 5’s and 10’s through 100.

reads and writes numbers up to 100 in
symbols and in words.

identifies the place value and finds the value
of a digit in a one- and two-digit numbers.


Numbers and Number Sense
renames numbers into tens and ones.
compares numbers up to 100 using relation
symbols.
number notation and place
value, cardinal and ordinal
numbers, and comparing and
ordering numbers up to 100.
*K to 12 Curriculum Guide – version as of January 31, 2012
explore the concept of
cardinal numbers up to 100
and compare these numbers
in various contexts.
9

10. K TO 12 MATHEMATICS
Content
Content Standards
The learner demonstrates
understanding of…
Performance Standards
The learner is able to…
Learning Competencies
The learner …


*K to 12 Curriculum Guide – version as of January 31, 2012

illustrates addition as putting together and
subtraction as taking away, comparing and
adding up.
illustrates the relationship of joining sets to
addition of whole numbers.
illustrates that addition and subtraction are
inverse operations.
identifies and constructs equivalent number
expressions using addition and subtractions.

illustrate addition and
subtraction of whole numbers.
determines the position of an object using
1st to 10th from a given point of reference.


identifies the 1st, 2nd, 3rd up to the 10th
object in a given set from a given point of
reference.

addition and subtraction up to
100.
reads and writes ordinal numbers 1st, 2nd,
3rd up to 10th.




explore the concept of ordinal
numbers.
recognizes coins and bills up to P100 (pesos
and centavos).


arranges numbers up to 100 in increasing
order and vice versa.
identifies and creates patterns to compose
and decomposes numbers using addition.
10

11. K TO 12 MATHEMATICS
Content
Content Standards
Performance Standards
Learning Competencies
The learner is able to…
The learner …


adds two one-digit numbers with sums up to
18 using the order and zero properties of
addition.

adds two to three one-digit numbers
horizontally and vertically with sums up to
18.

adds three one-digit numbers having sums
up to 18 using the order and grouping
properties of addition.

uses expanded form to explain the meaning
of addition with regrouping.

adds numbers with sums through 99 without
or with regrouping.

mentally adds two to three 1-digit numbers
with sums up to 18.

mentally adds a 2-digit number and 1-digit
number with regrouping.

The learner demonstrates
understanding of…
solves one-step word problems involving
addition of whole numbers including money
with sums up to 99 using appropriate
problem solving strategy.

subtracts one-digit numbers with minuends
through 18 (basic facts).

*K to 12 Curriculum Guide – version as of January 31, 2012
compute for sums and solve
addition problems.
compute for differences and
solve subtraction problems.
11

12. K TO 12 MATHEMATICS
Content
Content Standards
The learner demonstrates
understanding of…
Performance Standards
The learner is able to…
Learning Competencies
The learner …
 subtracts one to two-digit numbers with
minuends up to 99 without regrouping.



visualizes and identifies ½ and ¼ of a whole
object.

divides a whole into halves and fourths.
divides the elements of a set of objects into
two groups of equal quantities to show
halves of sets.

*K to 12 Curriculum Guide – version as of January 31, 2012
solves word problems involving subtraction
of whole numbers including money with
minuends up to 99 with and without
regrouping using appropriate problem
solving strategy.

visualize, model and
represent the concept of
halves and fourths using
whole objects and sets.
mentally subtracts a 1-digit number from 2digit minuends without regrouping.


mentally subtracts 1-digit numbers from
minuends up to 18 without regrouping.

the concepts of halves and
fourths and applies them in
dividing a whole or set
equally.
subtracts one to two-digit numbers with
minuends up to 99 with regrouping.


uses the expanded form to explain
subtraction with regrouping.
divides the elements of a set of objects into
four groups of equal quantities to show
fourths of sets.
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13. K TO 12 MATHEMATICS
Content
Content Standards
The learner demonstrates
understanding of…
Performance Standards
The learner is able to…
Learning Competencies
The learner…

given half of a region or a set, draws the
whole region or set.

identifies, names and describes the four
basic shapes in 2- and 3-dimensional
objects: square, rectangle, triangle and
circle.

compares and classifies 2- and 3dimensional figures according to common
attributes.

draws the four basic shapes.

constructs three-dimensional objects using
manipulative materials.

identifies and explains simple repeating
patterns.

makes patterns of shapes, colors and
numbers.

finds the missing number/digit in addition or
subtraction problems.

finds and completes patterns of one or two
of the following attributes: Shape, Size,
Color, Number, Orientation.

determines the next term (figure/number) in
a given sequence and give a reason.
Geometry

2-D and 3-D shapes through
identifying, classifying and
constructing figures using cutouts and concrete models.


Patterns and Algebra

simple patterns.


*K to 12 Curriculum Guide – version as of January 31, 2012
explore the properties of 2and 3-dimensional figures.
model and represent 2- and
3-dimensional objects.
identify and create number
and attribute patterns.
complete number and
attribute patterns.
13

14. K TO 12 MATHEMATICS
Content
Content Standards
Performance Standards
The learner demonstrates
understanding of…
The learner is able to…

Measurement

Learning Competencies
The learner …

*K to 12 Curriculum Guide – version as of January 31, 2012


compares objects using the comparative
words: Short, shorter, shortest; Long, longer,
longest; Tall, taller, tallest; High, higher,
highest; Heavy, heavier, heaviest; Light,
lighter, lightest.
estimates and measures length using nonstandard units of linear measures.
estimates and measures mass using nonstandard units of mass/weight measures.
shows and finds capacity using nonstandard unit.

collects and organizes data using tallies and
tables.

represents data using pictographs without
using a scale.

organizing, representing and
comparing data using
pictographs without scale
representations and
probability, and explores
games and activities.
tells the time by an hour, half-hour and
quarter-hour.


uses a calendar to determine a day or
month.

Statistics and Probability
names and tells the number of days in a
week; months in a year in the right order.




the concepts of time and
measures and compares
objects using direct
comparison and non-standard
units of length, mass and
capacity.
reads and interprets a pictograph.
give different measures of
time.
estimate and compute for
measurements of length,
mass and capacity.
organize and interpret data.
14

15. K TO 12 MATHEMATICS
Content
Content Standards
Performance Standards
Learning Competencies
The learner is able to…

*K to 12 Curriculum Guide – version as of January 31, 2012
The learner …

identifies cause and effect relationships.

predicts and records outcome of
experiments and chance games.
make conjectures about
games and activities.
15

16. K TO 12 MATHEMATICS
GLOSSARY
Accuracy – the quality of being correct and precise.
Applying – the skill of using concepts, procedures, algorithms and other mathematical constructs on practical situations and phenomena.
Communicating – the use of notations, symbols, figures, equations and functions to convey mathematical ideas.
Computing – the skill of calculating using correct algorithms, procedures and tools to arrive at a final exact result.
Conjecturing – the skill of formulating mathematical theories that still need to be proven.
Connecting – the skill of integrating mathematics to other school subjects and other areas in life.
Constructivism – the theory that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connects them to new
ideas that are encountered.
Context - a locale, situation or set of conditions of students that may influence their study and use of mathematics to develop critical thinking and problem
solving skills.
Cooperative Learning - learning that is achieved by working with fellow learners as they all engage in a shared task.
Creativity – the skill of using available procedures in Mathematics and non-conventional methods to solve a problem and produce answers.
Critical Thinking - the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Scriven &
Paul, 1987).
Decision-making – the skill of arriving at a choice or decision based on sound, logical procedures and mathematical analyses.
Discovery Learning – learning that is achieved by allowing students to discover new ideas using their experiences (Bruner, 1961).
*K to 12 Curriculum Guide – version as of January 31, 2012
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17. K TO 12 MATHEMATICS
Estimating – the skill of roughly calculating or judging a numerical value or quantity.
Experiential Learning – learning that occurs by making sense of direct everyday experiences (Kolb, 1984)
Inquiry-based Learning – learning that focuses on students asking questions and finding answers to their questions using their personal experiences.
Knowing and Understanding – meaningful acquisition of concepts that include memorizing and recalling of facts and procedures
Mathematical Problem Solving - finding a solution to a problem that is unknown (Polya, 1945 & 1962).
Modeling – the use of functions and graphs to represent relationships between and among quantities in a phenomenon.
Objectivity – the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by subjective
conditions.
Perseverance – firmness in finishing a task despite difficulties and obstacles.
Productivity – the quality of pursuing an activity to arrive at a meaningful and useful result or product.
Proving – the skill of demonstrating the truth or falsity of a theory using reasoning and arguments.
Reasoning – the process of explaining using sound analyses, following the rules of logic.
Reflective Learning – learning that is facilitated by deep thinking.
Representing – the use of figures and shapes, variables, equations and functions to concretize and illustrate quantities and their relationships.
Situated Learning – learning in the same context on which concepts and theories are applied.
Solving – to find the answer to an algebraic or mathematical problem using any procedures and tools available.
Visualizing - using one’s creativity and imagination to produce images, pictures and other means to represent and understand mathematical concepts
(MATHTED & SEI, 2010).
*K to 12 Curriculum Guide – version as of January 31, 2012
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18. K TO 12 MATHEMATICS
References
Bruner, J. S. (1961). "The act of discovery". Harvard Educational Review 31 (1): 21–32.
Chamberlin, S. A. (n.d.) What is problem solving in the mathematics classroom. Retrieved July 19, 2011, from
http://74.125.153.132/search?q=cache:TKX2hdSKJ- gJ:people.exeter.ac.uk/PErnest/pome23/Chamberlin%2520What%2520is%
2520Math%2520Prob%2520Solving.doc+mathematical+Problem+Solving+ definition&cd=10&hl=tl&ct=clnk&gl=ph.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
MATHTED & SEI. (2010). Mathematics framework for Philippine basic education. Manila: SEI & MATHTED.
Polya, G. (1945). How to Solve It. Princeton, NJ: Princeton University Press.
Polya, G. (1962). Mathematical discovery: On understanding, learning and teaching problem solving: Volume I. New York: John Wiley and Sons, Inc.
http://www.criticalthinking.org/aboutct/define_critical_thinking.cfm
*K to 12 Curriculum Guide – version as of January 31, 2012
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19. K TO 12 MATHEMATICS
CURRICULUM DEVELOPERS/WRITERS/REACTORS/REVIEWERS in the DEVELOPMENT of K to 12 CURRICULUM -MATHEMATICS
A. Workshop on the Finalization of Learning Competencies
Venue: Development Academy of the Philippines,Tagaytay City
Date:
August 8-12, 2011
NAME
1. Remylinda Soriano
2. Teresita Tagulao
3. Robesa Hilario
4. Elizabeth Catao
5. Sonia Javier
6. Melvin Callanta
7. Nicanor San Gabriel Jr.
8. Dr. Maxima Acelajado
9. Dr. Catherine Vistro – Yu
10. Lydia Landrito
11. Dr. Florante C. Marmeto
DESIGNATION
Education Program Specialist I
Education Program Specialist I
Education Program Specialist
Education Program Specialist
Head Teacher III
Head Teacher VI
Teacher I
Professor
Professor I
Science Education Specialist
Principal IV
OFFICE/SCHOOL
DCS - Manila
DCS - Pasig
DepEd – BEE – CDD
DepEd – BSE – CDD
JSHS
Mangaldan High School
Araullo High School
De La Salle University
Ateneo De Manila University
University of the Philippines - NISMED
Sucat Elementary School
B. Workshop on the Development of Learning Competencies and Teaching Guides
Venue: Development Academy of the Philippines,Tagaytay City
Date:
July 18-22, 2011
1.
2.
3.
4.
NAME
Teresita P. Tagulao
Remylinda T. Soriano
Melvin Calanta
Nicanor M. San Gabriel Jr.
*K to 12 Curriculum Guide – version as of January 31, 2012
DESIGNATION
OFFICE/SCHOOL
D.O. Pasig City
D.O. Manila
Mangaldan High School
Araullo High School
19

20. K TO 12 MATHEMATICS
5. Maxima J. Acelajado
6. Elizabeth Catao
7. Sonia E. Javier
8. Catherine P. Vistro - Yu
9. Robesa Hilario
10. Thomas Manuel L. Quiton
DLSU
BSE
JSHS
Ateneo de Manila
BEE - CDD
BEE
C. Workshop on the Development of Learning Competencies Grades K to 3
Venue: Development Academy of the Philippines,Tagaytay City
Date:
July 11-15, 2011
1.
2.
3.
4.
5.
NAME
Teresita P. Tagulao
Remylinda T. Soriano
Robesa Hilario
Abelardo B. Medes
Thomas Manuel L. Quiton
DESIGNATION
OFFICE/SCHOOL
D.O. Pasig City
D.O. Manila
BEE - CDD
BEE – CDD
BEE
D. Experts’ Review of the Curriculum Standards
Venue: Bulwagan ng Karunungan, DepEd Complex, Pasig City
Date:
July 15, 2011
1.
2.
3.
4.
5.
6.
7.
8.
NAME
Dr. Evangeline P. Bautista
Mr. Melvin M. Callanta
Ms. Elizabeth G. Catao
Sr. Iluminada C. Coronel
Dr. Rosemarievic V. Diaz
Ms. Janet D. Dionio
Dr. Ruth G. de Lara
Mr. Emmanuel V. Dionisio
*K to 12 Curriculum Guide – version as of January 31, 2012
DESIGNATION
Associate Professor
President
Retired Education Supervisor
Head Teacher III
OFFICE/SCHOOL
Ateneo de Manila University
DepEd BSE
DepEd BSE
Mathematics Teachers Assoc. of the Phils.
Philippine Normal University
Manuel Roxas High School
DCS Manila
A.F.G. Bernardino Memorial Trade School
20

21. K TO 12 MATHEMATICS
9. Dr. Juanita A. Ferido
10. Dr. Flordeliza F. Francisco
11. Dr. Ian June L. Garces
12. Dr. Milagros D. Ibe
13. Dr. Sonia E. Javier
14. Dr. Ma. Nympha B. Joaquin
15. Ms. Lydia M. Landrito
16. Dr. Queena N. Lee-Chua
17. Dr. Auxencia A. Limjap
18. Dr. Gladys C. Nivera
19. Mr. Nicanor M. San Gabriel Jr.
20. Ms. Revie G. Santos
21. Dr. Cornelia C. Soto
22. Dr. Merle C. Tan
23. Dr. Soledad A. Ulep
24. Dr. Catherine P. Vistro-Yu
25. Dr. Aida A. Yap
Education Supervisor II
Assistant Professor
Associate Professor
DepEd NCR
Ateneo de Manila University
Ateneo de Manila University
UP Diliman and Miriam College
Juan Sumulong High School
UP Diliman
UP NISMED
Ateneo de Manila University
De La Salle University
Philippine Normal University
DepEd BSE-CDD
Rizal High School
Ateneo de Manila University
UP NISMED
UP NISMED
Ateneo de Manila University
UP NISMED
Science Education Specialist
Professor
Professor I
Master Teacher II
Director
Professor
E. Writeshop on the Finalization of the Curriculum Standards
Venue: Regional Education Learning Center, Region IV-A (CALABARZON), Malvar, Batangas
Date:
May 19-21,2011
1.
2.
3.
4.
5.
6.
7.
NAME
Dr. Ian June L. Garces
Dr. Gladys C. Nivera
Dr. Ruth G. de Lara
Lydia M. Landrito
Remylinda T. Soriano
Revie G. Santos
Emmanuel V. Dionisio
*K to 12 Curriculum Guide – version as of January 31, 2012
DESIGNATION
Associate Professor
Professor I
Retired Education Supervisor
Science Education Specialist
Education Program Supervisor I
Master Teacher II
Head Teacher III/ Documentor
OFFICE/SCHOOL
Ateneo de Manila University
Philippine Normal University
DCS Manila
University of the Philippines
DCS Manila
Rizal High School
A.F.G. Bernardino Memorial Trade School
21

22. K TO 12 MATHEMATICS
F. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards
Venue: Development Academy of the Philippines,Tagaytay City
Date:
May 10-13,2011
NAME
6. Dr. Ian June L. Garces
7. Dr. Gladys C. Nivera
8. Dr. Ruth G. de Lara
9. Nicanor M. San Gabriel
10. Elizabeth Catao
11. Abelardo B. Medes
12. Robesa R. Hilario
13. Revie G. Santos
14. Emmanuel V. Dionisio
DESIGNATION
Associate Professor
Professor I
Retired Education Supervisor
Master Teacher II
Head Teacher III/ Documentor
OFFICE/SCHOOL
Ateneo de Manila University
Philippine Normal University
DCS Manila
BSE – CDD
BSE – CDD
BEE – CDD
BEE – CDD
Rizal High School
A.F.G. Bernardino Memorial Trade School
G. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards
1. Regions IV-A, IV-B,V and NCR
Venue: BulwaganngKarunungan, DepEd Complex, Meralco Avenue, Pasig City
Date:
April 27, 2011
1.
2.
3.
4.
5.
6.
7.
8.
9.
NAME
Maria Gregoria P. Malihan
Loreto S. Sauz
Arnold G. Gerance
Cheryl G. Pauericio
Abella A. Amican
Arnulfo G. Mariano
Sr. Iluminada C. Coronel
Revie G. Santos
Juanita A. Ferido
*K to 12 Curriculum Guide – version as of January 31, 2012
DESIGNATION
OFFICE/SCHOOL
St. Jude Catholic School
UST – EHS
AurolioArago, Oriental Mindoro
Division of Legazpi City
Niogan Elementary School
Division of Valenzuela City
MTAP
Rizal High School
Dep. Ed. NCR
22

23. K TO 12 MATHEMATICS
10. Larry Samala
11. Ian June L. Garces
Dep. Ed. R-IVB
Ateneo de Manila University
2. Regions I,II,III and CAR
Venue: Teachers’Camp, Baguio City
Date:
April 29, 2011
NAME
1. Carmelita S. Domantay
DESIGNATION
2. Rubielyn L. Babaran
3. Romel L. Ricardo
4. Janette T. Fermin
5. Nestor A. Paat
6. Nestor G. Villaflor
7. Nestor P. Nuesca
ESP II
ESP I
ESP II
8. Janice Q. Nonog
Teacher II
9. Ofelia A. Dolo
10. Jenny Jesusa J. Catubay
Master Teacher II
Master Teacher II
11. Arnel R. Lumbo
12. Susana E. Vanhoutte
13. Norma Maria P. Rutab
14. Daniel D. Peredo
Dept. Head
15. Lauro C. Cruz
Dept. Head
*K to 12 Curriculum Guide – version as of January 31, 2012
OFFICE/SCHOOL
Dagupan City NHS – Dagupan City
Enrile North Central School – Enrile,
Cagayan
Regional Science High School
Tumauini, Isabela
St. Paul University Philippines
Tugeugarao City
DepEdTugeugarao City
DepEd – Div. Office, Ilocos Sur
DepEd RO III
Tabuk c/s, Dagupan West, Tabuk City,
Kalinga
La Trinidad, Benquet, CAR
Sta. Maria Elem. School
University of the Cordilleras – Grade School
Baguio City
SLU – Lab. High School
University of the Cordilleras
Baguio City
Benguet NHS, La Trinidad, Benquet
Sacred Heart Academy
Poblacion, Sta. Maria, Bulacan
23

24. K TO 12 MATHEMATICS
3. Regions VI, VII and VIII
Venue: Ecotech Center, Lahug, Cebu City
Date:
May 4, 2011
NAME
1. Rosemary S. Achacoso
2. Feliciaro C. Buenate Jr.
DESIGNATION
Education Program Supervisor
Education Program Supervisor
3. Rufa T. Temblor
4. Ma. Emilie S. Gepison
5. Jose Leover S. Illut
6. Ann Marie C. Bandola
7. Jeremy M. Movilla
8. Romao D. Castante
9. Suzette C. Martinez
10. Andreo G. Aba
11. Cesar L. Sanchez
12. Adonis A. Torres
13. Lita B. Morales
*K to 12 Curriculum Guide – version as of January 31, 2012
EPS – I Math
OFFICE/SCHOOL
Maasin City Division – Region VIII
RO VI – Western Visayas
St. Francis of Assisi School
Lahug, Cebu City. Region VII
Leon Elem. School
Division of Iloilo, Region VI
San Roque Child Dev’t School
YatiIliloan, Cebu – Region VII
City of Naga Division, Region VII
Ormoc City Central School
Ormoc City Division, Region VIII
Calbayog City NHS
Calbayog City Division – RO VIII
Inocencio V FerrerMem. School of Fisheries
Talisay City, Neg. Occ., Div. of Neg. Occ.
Guihulangan National Agricultural School
Plagatasanon, Guihulangan City, Neg. Or.
Div. of Guih. City
University of San Jose Recoletos
BasakPardo, Cebu City
Tanjay City Science High School
Tanjay City Schools Division – Region VII
Don Carlos Ledesma NHS
San Carlos City, Neg. Occ. – Region VI
24

25. K TO 12 MATHEMATICS
4. Regions IX,X and ARMM
Venue: Regional Education Learning Center, Cagayan de Oro City
Date:
May 5, 2011
NAME
1. Susan P. Kuyong
2. Arnel L. Agaug
3. Rudilene D. Cael
4. Evelyn T. Villa
5. Ma. Theresa B. Miranda
6. Noelli B. Yap
7. Reymundo B. Gimena
8. Gilda L. Taboclaon
9. Rogelio J. Bahian
10. Maria Conchita P. Bas
11. Editha J. Amper
12. Rhodora S. Amantorno
13. Reymundo B. Gimena
14. Rosalina V. Eviota
15. Arnold C. Solen
16. Noelli B. Yap
DESIGNATION
OFFICE/SCHOOL
DepEd Sulu II
DepEd
DepEd
DepEd
DepEd
The Abba’s Orchard School
DepEd – Dinagat Division
Dep. Ed
Dep. Ed. R – X
CUBED
Corpus Christi School
OLLES
Dep. Ed. Dinagat Island
Dep. Ed. Dinagat Island
Dep. Ed. Agusan del Norte
The Abba’s Orchard
5. Regions XI,XII, ARMM (ShariffKabunsuan,Maguindanao)
Venue: Regional Education Learning Center, Davao City and CARAGA
Date:
May 6,2011
NAME
1. Reynante A. Solitario
2. Araceu J. Dinopol
3. Junelo C. Fornolles
*K to 12 Curriculum Guide – version as of January 31, 2012
DESIGNATION
OFFICE/SCHOOL
DepEd ROXI, EPS
DepEdSarangani Division Region XII
Samal NHS – Ibalos Region XI
25

26. K TO 12 MATHEMATICS
4. Agnes B. Ortega, RN
5. Aida M. Pescado
Cotabato City Region XII
MAG. I
Davao Christian Learning Center, Davao
City
Bureau of Elementary Education DepEd –
ARMM RO
Polomolok West District Division of South
Cotobato
EPS – Math Division of Davao del Norte
Region XI
Sultan Kudarat Division
DepEd ROXII – EPS
6. Nempha F. Gonzales
7. Abdul – Aziz H. Iya
8. Levi B. Butihen
9. Eduard C. Amoguis
10. Genelyn H. Morante
11. Glenn A. Bisnan
H. Workshop on the K to 12 Curriculum Mapping
Venue: Development Academy of the Philippines, Tagaytay City
Date:
March 16-18, 2011
NAME
1. Abelardo Medes
2. RobesaHilario
3. ForcefinaFrias
4. RanteMamerto
5. Elizabeth Catao
6. Melvin Callanta
7. Sonia Javier
8. Dr. Maxima Acelajado
9. Dr. Ruth Lara
10. Ms. Lydia Ladrito
11. Dr. Carmela Oracion
12. Dr. Ronald San Jose
13. Jannet Labu
*K to 12 Curriculum Guide – version as of January 31, 2012
DESIGNATION
OFFICE/SCHOOL
SDD – BEE
CDD – BEE
CDD – BEE
Division of Muntinlupa
CDD – BSE
Mangaldan NHS – Pangasinan
Division of Quezon City
Dela Salle University – Taft
World Bank Consultant – TUP Retired Professor
UP – NISMED
Ateneo de Manila Univ
UP College of Edu (UPIS)
CDD – BEE
26

27. K TO 12 MATHEMATICS
SECRETARIAT
NAME
DESIGNATION
DepEd
DepEd
BAHS – DepEd Support Staff
AFGBMTS – DepEd Support Staff
DAP
DAP
DAP
DAP
DAP
DAP
Accountant, DepEd
Accountant, DepEd
Accountant, DepEd
Accountant, DepEd
Disbursing Officer, DepEd
1. Rachelle C. Fermin
2. Prescy Ong
3. Frederick G. Del Rosario
4. Emmanuel V. Dionisio
5. Magdalena Mendoza
6. Tristan Suratos
7. Kimberly Pobre
8. Cristina Villasenor
9. Lani Garnace
10. Kidjie Saguin
11. Maria Boncan
12. Daylinda Guevarra
13. Fenerosa Maur
14. Divina Tomelden
15. Nilva Jimenez
FACILITATORS/SUPPORT TEAM
NAME
1.
2.
3.
4.
5.
6.
DESIGNATION
CDD – BEE
CDD – BSE
CDD – BSE
SPED – BEE
CDD – BEE
SDD – BEE
Irene C. De Robles
Jose Tuguinayo, Jr.
Marivic Abcede
Mirla Olores
Simeona Ebol
Fe Villalino
ADVISORY TEAM
*K to 12 Curriculum Guide – version as of January 31, 2012
27

28. K TO 12 MATHEMATICS
1.
2.
3.
4.
5.
6.
7.
8.
NAME
Usec. Yolanda S. Quijano
Dr. Lolita Andrada
Dr. Angelita Esdicul
Dr. Ricardo de Lumen
Dr. Paraluman R. Giron
Dr. Avelina T. Llagas
Dr. Dina Ocampo
Dr. Ester B. Ogena
9. Dr. Brenda B. Corpuz
10. Dr. Dennis Faustino
11. Dr. Merle Tan
12. Dr. Cristina Padolina
13. Mr. Napoleon Imperial
14. Diane Decker
15. Dr. Nelia Benito
16. Dr. Socorro Pilor
17. Dr. Beatriz Torno
18. Dr. Carolina Guerrero
19. Dr. Irene Isaac
20. Dr. Imelda Taganas
*K to 12 Curriculum Guide – version as of January 31, 2012
DESIGNATION
Undersecretary, DepEd OSEC
Director, BSE – DepEd, Pasig
Director, BEE – DepEd, Pasig
OIC, Director III – Tech Voc, DepEd
Chair, K – 10 TWG
Consultant, TEC, DepEd
Dean, COE, UP Diliman
President, PNU
Technical Adviser to the Office of USEC, Pograms and
Standards
Headmaster, SMS Sagada, Mt. Prov.
Director, UP – NISMED
President, CEU
CHED
Consultant, MTB – MLE
Director, NETRC
Director, IMCS
Executive Director, TEC
Director, BALS
Director, TESDA
Director, TESDA
28