MathematicsGrade7-Presentation-July-12024.pptx

NATIONAL TRAINING OF
REGIONAL TRAINERS ON THE
MATATAG CURRICULUM
1
Venue St. Michael’s College
Date July 1,2024
GRADE 1, 4 and 7 MATHEMATICS

MATATAG Curriculum Training | 2024
Training Matrix
Day 1
Pre-assessment
Opening Program
Session 1
The General Shape of
the MATATAG
Curriculum
Session 3
Walkthrough of
Mathematics
Shaping Paper
Day 2
Session 4
Quarter 1 Curriculum
Standards and
Unpacking/
Clustering of Learning
Competencies
Session 5
Standards and
Unpacking/
Clustering of Learning
Competencies
Day 3
Session
MATATAG Curriculum:
Instructional Design
Framework
Session
MATATAG
Mathematics
Pedagogy and
Assessment
Session
MATATAG
Mathematics
Walkthrough of
Learning Resources
Session
The Science of
Learning
Session
Assessment in the 21st
Century Classroom
Day 4
Session
Classroom Practices
to Promote Inclusion
Session
Preparation of Lesson
Plan for
Demonstration
Teaching
Session
Classroom
Observation
Session
Demonstration
Teaching
Day 5
Session
Collaborative
Learning Expertise
Session
Workplace
Application Plan
Clearing House
Post-assessment
Closing Program

Where are we now?
Day 1
Pre-assessment
Opening Program
Session 1
The General Shape of
the MATATAG
Curriculum
Session 3
Walkthrough of
Mathematics
Shaping Paper
Day 2
Session 4
Standards and
Unpacking/
Clustering of
Learning
Competencies
Session 5
Standards and
Unpacking/
Clustering of
Learning
Competencies
Day 3
Session
MATATAG Curriculum:
Instructional Design
Framework
Session
MATATAG
Mathematics
Pedagogy and
Assessment
Session
MATATAG
Mathematics
Walkthrough of
Learning Resources
Session
The Science of
Learning
Session
Assessment in the
21st Century
Classroom
Day 4
Session
Classroom Practices
to Promote Inclusion
Session
Preparation of Lesson
Plan for
Demonstration
Teaching
Session
Classroom
Observation
Session
Demonstration
Teaching
Day 5
Session
Collaborative
Learning Expertise
Session
Workplace
Application Plan
Clearing House
Post-assessment
Closing Program

Session 3
WALKTHROUGH OF MATATAG
MATHEMATICS SHAPING PAPER

Session Objectives
At the end of the session, participants will…
1. explain the salient features of the
Mathematics Shaping Paper.
2. share one’s appreciation on the importance
of the Shaping Paper to the teaching and
learning process.

Professional Standards Addressed
Philippine Professional Standards for Teachers:
Domain 1. Content Knowledge and Pedagogy
1.1 Content knowledge and its application within and across
curriculum areas
1.1.2 Apply knowledge of content within and across
curriculum teaching area
MT: 1.1.3 Model effective applications of content knowledge
within and across curriculum teaching areas.
6

Philippine Professional Standards for School Heads:
Domain 1: Leading Strategically:
1.5. Program design and implementation
Domain 3: Focusing on teaching and learning
3.1. School-based review, contextualization and implementation
of learning standards
3.2. Teaching standards and pedagogies
Domain 4: Developing self and others
4.1. Personal and professional development
4.5. Professional development of school personnel
7

Philippine Professional Standards for Supervisors:
Domain 1: Supporting curriculum management and
implementation
1.1. Curriculum implementation
Domain 4: Developing self and others
4.1. Learning and development
4.3. Personal and professional development
8

Session Flow
Activity: Panel Discussion/Forum
Analysis: Processing the Issues and
Concerns Raised
Walkthrough of the MATATAG Mathematics
Shaping Paper
Application: Worksheet (Reflection Paper)
Synthesis

GOAL – The task is to present information and discuss
personal views as panelists which will be facilitated by a
leader or a moderator.
ROLE - One who will act as a student, one as a math
teacher, one as a principal, and one as a supervisor. You
will share your views and opinions about issues and
concerns in a Mathematics 7 class. This will be asked by
someone who will act as the moderator/facilitator and by
the audience.
10

SITUATION – You will present, discuss, and provide
insights about the common issues and concerns in
the current Grades 1, 4, and 7 Mathematics
curriculum.
PRODUCT – Results of the panel discussion
STANDARD - There will be insights which will be shared
by each after the presentation in the activity.
11

Analysis: Let us answer these questions:
 What are the issues and concerns raised from
the perspective of a student? a teacher? a
principal? a supervisor?
 What are the solutions/approaches that you
did to address the said issues/concerns in
your respective stations?
12

THE MATATAG MATHEMATICS
SHAPING PAPER

Background/Rationale
1. Cognitive Demand
• High on Levels 2 (Perform) and 4 (Analyze) but low on
Level 3 (Communicate) and 5 (Apply/Create)
Findings of the Mathematics Curriculum Review
• Cognitive Demand Levels (by Blank, Porter, and Smithson, 2001)
• Level 1: Memorize facts/definitions/formulas
• Level 2: Perform procedures/investigate
• Level 3: Communicate understanding of math concepts
• Level 4: Analyze information and advance scientific arguments
• Level 5: Apply concepts/make connections

Table 1. Distribution of Cognitive Demands Across Grade Levels

2. Essential Learning Competencies
• Substantial number of ELCs were identified
• Some ELCs were implicit and/or misplaced

Grade
Level
Essential
Competencies (ECs)
Desirable
Competencies (DCs)
Total Number of
Competencies Explored
1 62 (94%) 4 (6%) 66
2 84 (90%) 9 (10%) 93
3 73 (91%) 7 (9%) 80
4 74 (86%) 12 (14%) 86
5 88 (82%) 19 (18%) 107
6 72 (81%) 17 (19%) 89
7 63 (98%) 1 (2%) 64
8 57 (100%) 0 57
9 48 (100%) 0 48
10 47 (94%) 3 (6%) 50
Total 668 72 740
Table 2. Distribution of ELCs and DLCs Across Grade Levels

3. Sequencing of Learning Competencies
• Spiral Progression, to a large extent, is evident
• Sequencing
of some learning content may disrupt the continuity
of LCs

4. Curriculum Congestion
• Some LCs are too specific and
are stated as learning objectives
making the curriculum appear congested

5. Time Allocation
• Inadequate time allocation for
the development and mastery of
the competencies

The Mathematics Curriculum Framework
Current
(2016)
MATATAG
(2023)

The Revised Mathematics Curriculum Framework
Revised Grades 1 to 10
Mathematics Curriculum Framework
Main Goal:
Develop Filipino learners
who are mathematically
proficient and critical
problem solvers

The Revised Mathematics Curriculum
Framework
The Facilitating Facets:
 A robust mathematical
content
 A set of strategic skills for
applying mathematics in
various context
 A sound mathematical
disposition

Framework
The Supporting
Components
 Pedagogy
 Assessment
 Resources

Framework
Mathematical Proficiency
(NRC, 2001)
 Conceptual understanding
 Procedural Fluency
 Strategic Competence
 Adaptive Reasoning
 Productive Disposition

Framework
(NRC, 2001)
 Conceptual understanding –
comprehension of mathematical
concepts, operations, and
relations
 Procedural Fluency – skill in
carrying out procedures flexibly,
accurately, efficiently, and
appropriately

Framework
(NRC, 2001)
 Strategic Competence – ability
to formulate, represent and solve
mathematical problems
 Adaptive Reasoning – capacity
for logical thought, reflection,
explanation and justification

Framework
(NRC, 2001)
 Productive Disposition –
habitual inclination to see
mathematics as sensible, useful,
and worthwhile, coupled with a
belief in diligence and one’s own
efficacy.

Framework
Critical Thinking
 the process of purposeful,
reflective judgement (Factione and
Gittens, 2016)
 applies cognitive skills of
interpretation, analysis, inference,
evaluation, explanation, and self
regulation in an effort to judge
what to believe or what to do

Framework
Problem Solving
 Finding a way out of a difficulty, a
way around an obstacle,
attaining an aim which was not
immediately attainable (Polya,
1981)
 Solving problems is not only a
goal of learning mathematics but
also a major means of doing so
(NCTM, 2000)

The learning standards of the Key Stage 1 Mathematics
curriculum aim to ensure that learners:
• accurately understand and apply concepts, operations,
procedures, and relationships in solving routine and non-
routine problems related to their day-to-day lives.
• acquire high-level skills and fluency in the procedures and
processes of mathematics through varied frequent practice
and meaningful learning experiences.
• communicate and represent mathematical concepts and
understanding using developmentally appropriate
language.
• acquire problem-solving and critical thinking skills through
real, situated or purely mathematical problems.
• develop appreciation, curiosity, interest, creativity, and other
desirable values, attitudes and dispositions in mathematics.
Articulated problem solving, critical thinking, and the intertwining
strands of mathematical proficiency in the learning standards
Adaptive
Reasoning/
Communication
Conceptual
understanding
Problem
Solving
Critical
Thinking
Procedural
fluency/
Strategic
competence
Productive
Disposition

The Revised Mathematics
Curriculum Framework
The revised mathematics curriculum aims to develop
among the learners the proficiency in solving
mathematical problems critically, grounded on a strong
conceptual knowledge, strategic use of mathematical
skills and processes, and desirable values and
disposition in mathematics, thus enabling them to
become productive and successful 21st century citizens.

Features of the MATATAG Mathematics Curriculum
1. Curriculum Goal
• Develop Filipino learners
who are mathematically
proficient and critical
problem solvers

2. Content Domain
• Developmental sequence of concepts
• Decongest contents on 3 domains anchored on
Big Ideas
• Number and Algebra
• Measurement and Geometry
• Data and Probability

The Big Ideas
A big idea is a statement of an idea
that is central to the learning of
mathematics, one that links
numerous mathematical
understandings into a coherent
whole.” (Charles, 2005)

The Big Ideas
Note:
The notion of big ideas lays the foundation for
defining the context of the revised curriculum in
terms of its mathematics content
The formulation of these big ideas illustrates the
connections across the various mathematical ideas
that cut across the key stages of the learning
process

The Big Ideas
 Numbers
 Measures
 Shapes, Space, and
Graphs
 Patterns, Relations and
Functions
 Data
 Chance
 Representation and
Communication
 Operations and
Transformations
 Properties and
Applications
 Equivalence
 Reasoning and Proof
Sample:
Equivalence: Mathematical objects can be represented or
stated in different ways that have the same value, form, or
logical meaning. (Example: 3+5 = 10-2)

Grade Level CURRENT MATHEMATICS CG MATATAG MATHEMATICS CG
1 66 47
2 93 53
3 80 51
4 86 54
5 107 49
6 89 52
7 64 52
8 57 51
9 48 51
10 50 46
Total 740 506
Table 3. Comparison of the Number of Learning Competencies Across Grade Levels

3. Preference on EDP
• Enhanced articulation of standards and competencies
in preference for employing Engineering Design
Process in learning tasks

4. 21st Century Skills
• Clearer articulation of 21CS in standards and
competencies
Source: DO 24, s. 2022 BEDP 2030

4. 21st Century Skills
• Strengthened articulation of 21CS in standards and
competencies
Learning Competency 21st Century Skills
G1 Q1 LC3: compose and decompose
triangles, squares and rectangles
• Learning and Innovation Skill
(Creativity, Critical Thinking)
G4 Q4 LC 5: describe the rule used to
generate a given simple pattern.
• Communication Skills
(Interactive Communication)
G7 Q3 LC3: use appropriate graphs to
represent organized data: pie graph,
bar graph, line graph, and stem-and-
leaf plot.
• Information, Media and
Technology Skills (Visual
Literacy, Information Literacy)
Examples:

5. Early Numeracy
• Strengthened early numeracy to put premium on
the development of foundational skills
Examples:
G1 Q1 LC 5: read and write numerals up to 100.
G1 Q1 LC 13: solve problems (given orally or in pictures)
involving addition with sums of up to 20.
G1 Q2 LC 10: solve problems (given orally or in pictures)
involving addition with sums of up to 100 without regrouping.

The Content Domains
Mathematics CG (2016)
MATATAG
Mathematics CG (2023)
 Numbers and Number
Sense
 Measurement
 Geometry
 Patterns and Algebra
 Statistics and Probability
 Number and Algebra
 Measurement and
Geometry
 Data and Probability

The Content Domains
 Number and Algebra
• patterns involving numbers, shapes, and their
attributes
• algebraic perspective of numbers
• notions of equations, functions, and analytic
geometry.

 Measurement and Geometry
• shapes, their properties and their geometric
measurements
• axiomatic development, advanced concepts, and
proofs
The Content Domains

 Data and Probability:
• simple collection and representation of data
• understanding the terms “likely,” “more likely,” and
“most likely” as simple concepts of probability
• methodical, graphical, and numerical
interpretations and computations of data
• experimental and theoretical perspectives of
probability
• counting techniques
The Content Domains

Key Stage Standards
Key Stage 1 Key Stage 2 Key Stage 3
Grade Levels Grades 1 to 3 Grades 4 to 6 Grades 7 to 10
Development
Focus
Early numeracy
Fluency in
carrying out
procedures and
operations
Efficient written
and mental
methods of
calculation
emphasis on
cognitive
development
towards self-
directed learning
Curriculum
Content
1- to 4-digit
numbers,
measures, basic
shapes, and
simple data
Curriculum
extends numbers,
algebra,
measures,
geometry, data
and probability
Algebra,
measurement,
geometry, data and
probability in more
complex and
abstract forms

Key Stage Standards
Grade Levels Grades 1 - 3 Grades 4 - 6 Grades 7 -10
Representation of
mathematical
objects
concrete, contextual, verbal, visual,
symbolic
Learner
Engagement
Mathematical explorations in a variety
of thinking processes in real, in
situated, and in purely mathematical
context

The learning standards of the KS 2 Mathematics curriculum aim
to ensure that learners:
♦ use efficient mental and written mathematical concepts,
operations, procedures, relationships, and tools to solve routine
and non-routine real-world problems.
♦ reason and communicate using precise mathematical
language to discuss ideas, investigate problems, and justify
solutions.
♦ exhibit willingness and confidence to explore alternative
solutions, and to take risks necessary to solve real-world
problems.
♦ acquire problem-solving and critical thinking skills through real,
situated, or purely mathematical problems; and
♦ enhance appreciation, curiosity, interest, creativity, and other
Curriculum Goal in KS2
Strategic
Competence
Adaptive
Reasoning
Problem
Solving
Critical
Thinking
Conceptual
understanding
Procedural
fluency
Productive
Disposition
♦ use efficient mental and written mathematical concepts,
operations, procedures, relationships, and tools to solve routine
and non-routine real-world problems.
♦ reason and communicate using precise mathematical
language to discuss ideas, investigate problems, and justify
solutions.
♦ exhibit willingness and confidence to explore alternative
solutions, and to take risks necessary to solve real-world
problems.
♦ acquire problem-solving and critical thinking skills through real,
♦ enhance appreciation, curiosity, interest, creativity, and other

• apply mathematical concepts, operations, procedures, facts,
relationships, and tools to describe, explain, investigate,
model, and predict phenomena.
• reason mathematically, construct plausible arguments,
evaluate the reasoning of others, and ask useful questions to
clarify or improve arguments.
• access, use, interpret and communicate mathematical
information and ideas to engage in and manage the
mathematical demands in various 21st-century contexts.
• utilize mathematical thinking in decision making and acquire
problem-solving and critical thinking skills through real,
• strengthen appreciation, curiosity, interest, creativity, and
other desirable values, attitudes, and dispositions in
mathematics.
Curriculum Goal in KS3
Adaptive
Reasoning/
Strategic
Competence
Adaptive
Reasoning
Problem
Solving
Critical
Thinking
Conceptual
understanding
Procedural
fluency
Productive
Disposition

Key Stage Standards : Curriculum Content
Number and Algebra
KS1 KS2 KS3
 whole numbers
up to 10 000
 operations on
whole numbers
 ordinal
numbers up to
100th;
estimation of
numbers
 patterns;
 addition and
subtraction of
similar fractions
 operations
with decimals,
fractions,
whole
numbers, and
mixed
numbers;
 ratio and
proportion;
 percentages,
 exponential
form,
 GEMDAS rules;
 GCF and LCM
 use of rates;
 sets, subsets, and operations on sets;
 scientific notation;
 terms in sequences; earning money, profit
and loss, ‘best buys’, buying on terms;
 relations and functions and their graphs
(linear and quadratic);
 direct and inverse variation;
 linear and quadratic inequalities;
 absolute value equations and inequalities;
 radical expressions;
 equations reducible to quadratic equations;
 equation and graph of a circle and the
graph of a circle;
 compound interest and depreciation;

Measurement and Geometry
KS1 KS2
 areas of squares and
rectangles;
 points, lines, line segments,
and rays;
 measures of length, mass,
capacity;
 line symmetry;
 translation;
 time and elapsed time,
composite figures made up
of basic shapes;
 perimeter of triangles,
squares, and rectangles
 angles;
 tessellation of shapes;
 translation, reflection and rotation;
 volume and capacity;
 volume of cubes and rectangular prisms;
 properties of triangles and quadrilaterals;
 perimeter and area of triangles and
parallelograms, trapezoids; circumference
and area of a circle;
 composite figures
 prisms and pyramids; surface area of solid
figures;
 symmetric figures and designs;
 12- and 24-hour time, and world time zones

Measurement and Geometry
KS3
 volume of square and rectangular pyramids, and cylinders, cones and spheres
 measures of length, area, surface area, volume, time, and temperature;
 the Pythagorean Theorem;
 perpendicular and parallel lines, and angles formed by parallel lines cut by a
transversal;
 congruence of triangles; congruence proofs;
 similarity of polygons;
 special triangles;
 triangle theorems and triangle inequality theorems;
 the laws of sines and the laws of cosines;
 translations, reflections, and rotations in the Cartesian plane;
 central angles, inscribed angles, and angles and lengths formed by
intersecting chords, secants, and tangents of a circle;
 sectors and segments of a circle, and their areas

Data and Probability
KS1 KS2 KS3
 data
presented in
tables,
pictographs,
and single bar
graphs;
 outcomes
from
experiments
and real-life
situations
 presentation and
interpretation of
data in tabular form
and in a single line
graph; double bar
graphs and double
line graphs;
 theoretical
probability;
 pie graphs
 Fundamental Counting Principles;
 probabilities of simple and
compound events;
 box-and-whisker plots, and
cumulative frequency histograms
and polygons;
 simple statistic measures;
 evaluation of statistical reports;
 union and intersection of events,
 dependent and independent
events, and complementary
events

 Number and Algebra
 Measurement and Geometry
 Data and Probability
This knowledge, skills and understanding is applied, with
the use of technology, to the processes within
Mathematics of critical thinking, problem solving,
communicating, reasoning, and making connections
between topic areas.

MATATAG Curriculum Training | 2024 57
Reflection:
1. What can you say about the framework of the
MATATAG Mathematics Curriculum?
2. What do you think is the importance of this
shaping paper in the teaching and learning
process?

Synthesis
58
 The main goal of the MATATAG Mathematics
Curriculum is to develop Filipino learners who are
mathematically proficient and critical problem
solvers.
 Mathematical proficiency consists of five
intertwining strands, namely conceptual
understanding, procedural fluency, strategic
competence, adaptive reasoning, and productive
disposition.

Synthesis
59
 The MATATAG Mathematics Curriculum has three
content domains anchored on Big Ideas – Number
and Algebra, Measurement and Geometry, and
Data and Probability.
 Putting premium on the foundational skills, early
numeracy is being strengthened in the MATATAG
Mathematics Curriculum.

References
60
● Department of Education. “MATATAG
CURRICULUM: MATHEMATICS GRADES 1, 4, and 7”.
2023. https://www.deped.gov.ph/wp-
content/uploads/MATATAG Mathematics-CG-
Grades1-4-and-7.pdf
● DepEd MEMORANDUM PAS-OD-2023-031. “UPDATE
ON THE DEPED-MATATAG LOGO AND PRESCRIBING
THE USE OF BAGONG PILIPINAS LOGO” August 14,
2023.

References
61
● DepEd Order 24, s. 2022 Adoption of the Basic
Education Plan 2030
● DepEd Order 21 s. 2019 Policy Guidelines on the K to 12
Basic Education Program
● DepEd Order 31, s. 2012 Policy Guidelines on the
Implementation of Grades 1 to 10 of the K to 12 Basic
Education Curriculum (BEC) effective School Year
2012-2013.

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