7. What is MULAS?
Mathematics Unified Learning Activity Sheet
(MULAS) is the main instructional material that
promotes independent student learning.
> It encapsulates specific learning targets
in a clear, simple, and concise manner to
improve retention and mastery of a topic
that an average learner can accomplish
even without prior lecture.
8. General Guidelines
There should be one (1) objective per MULAS
which is simple, specific, and attainable.
Concepts, questions, and tasks should always
address the learning target.
9. General Guidelines
MULAS should be based on the Most Essential
Learning Competencies (MELC).
The Basic Information part will be in
single space but the concept and activity
parts will be in 1.5 space.
10. General Guidelines
Use colored illustrations and/or texts for Kindergarten
to Grade 3. Black and white illustrations (if necessary)
and texts for Grade 4-12.
Make use of age-appropriate language or vocabulary.
Each MULAS should have the following
maximum number of items:
- Kinder to Grade Six: 5 items; and
- Grades Seven to Twelve: 10 items.
11. General Guidelines
Use varied types of activities.
Use the following font sizes and styles:
- Kindergarten and Grade 3-font size 16 with
Alfabeto/Century Gothic font style except
question mark (?) symbol.
- Grade 4 to 6 - font size 14 with Arial font
style
- Grade 7 to 12 - font size 12 with Arial font
style
12. General Guidelines
Attributes of a legible typeface/font:
- Uniform letter proportions within the font
- Contrast within the font
- Clear symbol identification
- Good linkage of one letter to another when
composed together
- Good printability
13. General Guidelines
Illustrations should …… (if necessary)
- be simple, easily recognizable and very clear.
- be properly labeled or captioned.
- be placed at the top or bottom of the page.
- be realistic with appropriate details such as
color.
- be attractive and appealing to the learners.
14. CONTENT
There are 3 main parts of MULAS:
1.Basic Information
2.The Concept Digest
3.Activity
15. Parts of MULAS
1.Basic Information
- includes activity title, learning
competency with code, learning target,
and references that learners should fill
using some information provided by the
teacher.
17. Parts of MULAS
2. The Concept Digest
- includes explicit information to help
explain the learning target. An example
or illustrations will be provided to
further explain the concept.
21. Parts of MULAS
3. Activity
- is presented in different types (e.g.
questions, exercises, problems, varied
activities) that address multiple
intelligences among others to assess
learner's understanding of the lesson in
a specific number of items across all
grade levels.
22. Learning Activities
Activities should be based with the existing Self
Learning Modules (SLMs) aligned with the Most
Essential Learning Competencies (MELC).
Activities are scaffolded (simple to complex) and
logically-arranged.
Activities are varied, creative, doable and
realistic to meet the needs and individual
differences of learners.
23. Learning Activities
Activities are flexible - allowing learners to choose
activities which suit their physical and intellectual
capacities, time and condition.
Directions are clear, complete, and easy to follow and
include illustrations/diagrams whenever necessary.
Adequate warning / cautionary notes are provided in
topics and activities where safety and health are of
concern.
25. ASSESSMENT STRATEGIES
Uses multiple formative assessment modes and
approaches aligned with learning goals to assess student
learning.
For activities/tests which would require learners to
write answers, directions should indicate that these will
be written in separate sheets.
Rubrics are provided for performance tests given.
26. Assessment
Panuto: Basahin, unawain at lutasin ang mga sumusunod na
suliranin. Piliin ang titik ng tamang sagot at isulat ang sagot sa
iyong kwaderno.
1. 42 na araw =_____________linggo
a. 6 b. 7 c. 8 d. 9
2. Tumigil ng 5 na linggo ang pamilya ni Jane sa Aleosan.
Ilang buwan at linggo sila namalagi doon?_________
a. 1 buwan c. 1 buwan at isang linggo
b. 1 buwan at isang araw d. 1 buwan at dalawang linggo
27. Paper and Margin
Paper size should be 8.5 inches x 13
inches (long) portrait.
Narrow Margin (0.5 inch) at the top,
bottom, left, and right.
QR (Quick Response) code must be located
at the lower-right portion of the paper.
29. K to 12 LR Typography
Grade
Level
Recommended
Font-Family
Font Size
(Body Text)
Line Space
(Leading)
Art-to-Text
Ratio
K to Grade
1 Century Gothic
(except for “?” symbol)
(body text flushed left/
ragged right to avoid
hyphenations)
Text 16 pt
Heads 20 to 30 pt
Sub Heads 16 to 18 pt
4 pt 65% : 35%
Grade 2
Text 16 pt
Heads 20 to 30 pt
Sub Heads 16 to 18 pt
4 pt 60% : 40%
Grade 3
Text 14 pt
Heads 18 to 28 pt
Sub Heads 14 to 16 pt
4 pt 50% : 50%
30. K to 12 LR Typography
Grade
Level
Recommended
Font-Family
Font Size
(Body Text)
Line Space
(Leading)
Art-to-Text
Ratio
Grade 4
Arial
Times New Roman
Bookman Old Style
(body text: Justified)
Text 14 pt
Heads 18 to 28 pt
Sub Heads 14 to 16 pt
3 pt 40% : 60%
Grades 5
to 12
Text 11 to 12 pt
Heads 15 to 24 pt
Sub Heads 11 to 13 pt
2 pt 30% : 70%
Teacher’s
Guides
Text 11 to 12 pt
Heads 15 to 24 pt
Sub Heads 11 to 13 pt
2 pt None
31. Copyright or "the right to copy” is the legal protection
extended to the owner of the rights in an original work
that s/he has created.
- WIPO (Publication No. L450CM/E)
32. Copyright Framework
Universal Declaration of Human Rights by the United Nations General
Assembly (Article 27.2)
Everyone has the right to the
protections of the moral and
material interests resulting from
any scientific, literary, or artistic
production of which s/he is the
author.
36. In writing modules, guide to
teaching, and any complementary
and supplementary learning resource,
only mention the title of the
textbook, its specific chapters and
lessons, or its specific pages.
37. Refrain from copying any of the
illustrations in the textbook. In this case,
copying also includes retracing a n d
recreating the illustrations without
additional creative inputs.
39. DEFINITION
Social content refers to themes or topics for
which the DepEd prescribes certain
these themes or topics are included or
lessons in the learning resources.
41. Why Consider Social Content?
to help Filipino learners develop their full
human potential;
to contribute to the growth of the Filipino nation;
Build appropriate structures and institutions for
the attainment of a just and humane society;&
to be appropriately contextualized in relation to
the Filipino learner’s social realities, experiences, and
traits
42. The Department of Education shall
ensure that the learning resources
appropriately integrate social content
and government’s educational thrust
43. The Filipino Learner
multi-faceted with physical,
intellectual, and psycho-
emotional, spiritual and
socio-cultural traits.
Has unique values and
principles that shape
their way of thinking
and dealing with
others
Learner’s dignity and rights
are upheld
With diverse
lived
experiences,
settings, and
contexts
44. The Filipino Learner
Constructor of
meaning and
participants of
learning
With 21st
Century Skills
Active seekers of
knowledge
Life-long
learners
45. The Filipino Nation and Philippine Society
Respect for national symbols and institutions and
their meanings
Sense of justice and obedience to and respect
for the Constitution and the law
Diversity of Philippine settings and environments
including indigenous cultural communities
Expression of Philippine cultures
Feature mix of rural, sub-urban, and urban situations
without stereotyping any of them
Include foreign products, practices, and values only
as needed and appropriate to the competencies
being covered
46. Citizenship and Social Responsibility
Participative and
responsible
citizenship
High ethical
standards and
codes of
behavior
Feature role
models who come
from different
places, historical
periods, genders,
and ages
Avoid depiction of
any kind of abuse
as well as
violence/crime.
Attitudes of
inclusivity,
acceptance,
understanding,
and
appreciation for
diverse culture
Promote
respect for
rights
47. Individuals and Social Identities
Promote sensitivity to and respect for the dignity and
equal treatment of all.
Avoid views or opinions against particular social
classes, gender groups, political affiliations, cultural or
religious groups.
Avoid inaccurate, unnecessary, or inappropriate
portrayals or references
Avoid sexist language, bias, prejudice, and
stereotyping of various genders
48. Social Institutions
FAMILY
> Show respect for different family patterns (e.g. nuclear,
extended, with a single parent, or with two parents, etc.)
> Promote responsible parenthood
RELIGIOUS/FAITH GROUPS
COMMERCIAL ENTITIES
> Use religious references, symbols, celebrations, and language
free of bias and only when it is appropriate in relation to the
subject matter
> Ensure that any reference to a religious group is appropriate,
accurate, and authentic
> Avoid mentioning commercial brand names and corporate
logos in texts or showing them in illustrations or photographs
> Avoid incorporating any form of commercial solicitation and
advertising
49. Gender
Avoid differentiating capability
of males and females
Maintain balance in the
treatment of gender roles,
occupations, and contributions
Depict gender and sexuality
as an aspect of one’s
personhood in positive ways
Portray gender and sexual
diversity in a respectful manner
50. Media, Technology, & Communication
Portray ethical media practices
Demonstrate the importance of using different
forms of media as a means for communication
and expression of ideas.
Highlight technological innovations as products
of human ingenuity and as part of human
development
Depict responsible, safe, and secure use of
information and communications technology (ICT)
Promote positive and healthy attitudes towards
ICT and its use
51. Health and Safety
Promote:
Physical
and well-
being of
children
Proper
nutrition
Healthy and
safety
standards and
precautions
Disaster-risk
management
and
preparedness
Campaigns against use of
tobacco, alcohol, and other
addictive substances
52. Environment
Reduce impact of
climate change
Involvement in
environmental
management for
sustainable development
Humane treatment of
and respect for all life
forms
Conserve and care
for the country’s
natural resources
