Understanding and appreciating the cf, cg, lm and tg math

THE GRADE 9 CURRICULUM
Understanding and Appreciating the CF,
CG, LM and TG
(Mathematics)
24 April, 2014

DEPARTMENT OF EDUCATION
4 Pics 2 Words

C O N AE LC P T U
OER RF M WA K

AE LCNO P T UC
KOER RF M WA
You’ve guessed the word.

Objectives
1.1. discuss the subject area Conceptual Frameworkdiscuss the subject area Conceptual Framework
2.2. familiarize with the content of the CG, TG, andfamiliarize with the content of the CG, TG, and
LMLM
3.3. show appreciation of the curriculum inshow appreciation of the curriculum in
developing and producing a holistic Filipinodeveloping and producing a holistic Filipino
learner/childlearner/child

Activity 1 (Group Work)
1. Draw a caricature of what you envision
Filipino Math learners should be ten years
from now.
2. Brainstorm as a group to come up with only
one vision and discuss how this can be
achieved.
3. Present the output to the class.

How do you feel about
your group output?
Why?

Do all groups have the same
visions for our Filipino Math
learners? What are these
common visions?

How can this vision be
achieved?

What is your role in
realizing this vision?

What
have
you realized
from
this
activity?

The K to 12 Curriculum Framework

Conceptual Framework of Mathematics Education

Twin Goals of Mathematics

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.
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.

is finding a way around a
difficulty, around an obstacle,
and finding a solution to a
problem that is unknown.
is finding a way around a
difficulty, around an obstacle,
and finding a solution to a
problem that is unknown.

knowing and understanding
estimating, computing and solving
visualizing and modeling
representing and communicating
conjecturing, reasoning, proving
and decision-making
applying and connecting

• Manipulative objects
• Measuring devices
• Calculators and computers
• Smartphones and tablet PCs
• Internet

Activity 2 (Group Work)
As a group, study the material assigned to you (CG, LM or
TG). Brainstorm to come up with output based on the following
template and report your output.
Material Elements
Description/Your general
understanding

1. How did you find the activity? Why?
2. What can you say about the CG, TG and LM as
presented? What commonality did you find in
your answers?
3. How do you compare these materials to the
one/s you used previously?
4. How will these materials help you in
teaching the subject?

6. What more do you need to address these
difficulties and be able to deliver the
curriculum effectively?
7. What insights did you gain from this
activity?
5. What difficulty do you foresee
in using these materials?

Features of the Curriculum Guide (CG)
A. Conceptual Framework
• Description
• Goals
• Content Areas
• Skills and Processes
• Values and Attitudes
• Mathematical Tools
• Context
• Theories and Principles
B. Learning Standards
• Learning Area Standard
• Key Stage Standards
• Grade Level Standards
- Content/Strand
- Content Standards
- Performance Standards
- Learning Competencies
(with codes and available learning
materials)
Glossary
Code Book Legend

A. Conceptual Framework

B. Learning Standards
• Refer to How well the student must perform,
at what kinds of tasks, based on what content,
to be considered proficient or effective.
• Answer the question “How well must students
do their work?”
• Define what learning should be achieved.

Content Standard
Defines what students are
expected to know, do and
understand
Answers “What students
know and be able to do?”
The learner demonstrates
understanding of key concepts
of quadratic equations,
inequalities and functions, and
rational algebraic equations.

Performance standard
 Defines what
students should
create, add value
to, transfer
 Answers “How
well must students
do their work?”
The learner is able
to investigate thoroughly
mathematical relationships in various
situations, formulate real-life problems
involving quadratic equations, inequalities
and functions, and solve them
using a variety of strategies

Learning Competencies
• Specific
statements of
knowledge,
process/skills
and attitude that
students are
expected to
demonstrate to
attain the
content standard

CODE BOOK LEGEND
Sample: M9AL-Ic-2
LEGEND SAMPLE
First Entry
Learning Area and Strand/
Subject or Specialization
Mathematics
M9
Grade Level Grade 9
Uppercase Letter/s
Domain/Content/
Strand/ Topic
Algebra AL
-
Roman Numeral
*Zero if no specific quarter
Quarter First Quarter I
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
specific week
Week Third Week c
-
Arabic Number Competency
2nd
competency for the third week:
•describes the relationship
between the coefficients and the
roots of a quadratic equation.
2

CG, LM, and TG
Curriculum
Guide
Learner’s Material
(modular)
Teacher’s Guide
A.A. ConceptualConceptual
FrameworkFramework
B.B. LearningLearning
StandardsStandards
ContentContent
PerformancePerformance
LearningLearning
CompetenciesCompetencies
Learning StandardsLearning Standards
ContentContent
PerformancePerformance
LearningLearning
CompetenciesCompetencies
Objectives
Activities
Assessment
Defining Learning OutcomesDefining Learning Outcomes
Grade Level StandardGrade Level Standard
Content StandardContent Standard
Performance StandardPerformance Standard
Learning CompetenciesLearning Competencies
Objectives
Activities
Assessment

Learner’s Material Teacher’s Guide
A. Learning Outcomes
 Content Standard
 Performance Standard
(Unpacking the Standards for
Understanding)
B. Planning for Assessment
 Product/ Performance
 Assessment Map
(Pre-Assessment, Formative,
Summative)
 Assessment Matrix
(for Summative Test)
Parts of the LM and TG

Introduction
 Lessons and CoverageLessons and Coverage
(Module Map)(Module Map)
C. Planning for Teaching-
Learning
 Introduction
 Objectives
big picture of what is expected to be learned
clear directions and purpose of the module
define the enabling knowledge and
skills to develop the desired
competencies leading to
the attainment of CS and PS

 Pre-Assessment
 Learning Goals and TargetsLearning Goals and Targets
 Instructional ActivitiesInstructional Activities
 What to KNOWWhat to KNOW
 Pre-Assessment (Answer Key)
 Learning Goals and TargetsLearning Goals and Targets
 Instructional ActivitiesInstructional Activities
 What to KNOWWhat to KNOW
may employ the paper and pencil test or alternative tools to find out
students’ knowledge, skills and understanding
activate prior knowledge of the learner
 elicit responses to provocative and critical questions
 identification and clarification of misconceptions
 assessment of student’s knowledge

 What to PROCESSWhat to PROCESS
 What to REFLECT andWhat to REFLECT and
UNDERSTANDUNDERSTAND
 What to PROCESSWhat to PROCESS
 What to REFLECT andWhat to REFLECT and
UNDERSTANDUNDERSTAND
 activities requiring students to process/make sense of the information
 assess student’s skills
 questions that enable students to construct their own meanings/
understanding
additional activities and reading resources to enrich/broaden
their understanding
 provocative or critical questions to draw learner’s core understanding
check student readiness (ASSESSMENT AS – question, checklist, etc.)

 What to TRANSFERWhat to TRANSFER
 Summary/Synthesis/Summary/Synthesis/
GeneralizationGeneralization
 What to TRANSFERWhat to TRANSFER
 Summary/Synthesis/Summary/Synthesis/
GeneralizationGeneralization
 overview of what is expected
 opportunity to transfer the learning through product or performance
 describe the tools for assessing the product/performance
 based on real life situations
 GRASPS with assessment criteria
provide a summary or synthesis of what has been learned from the
lesson/module
provide a linking/connecting statement of the lesson/module to the next
lesson/module

 Glossary of Terms
 References and Website Links
Used in the Module
 Post-Assessment
 Glossary of Terms
 References and Website Links
Used in the Module
a summative assessment tool/s that will
cover the entire module/lesson
key to correction shall be included in
the TG

Application
Go back to the vision statement
and compare it with the
DepEd Vision Mission.

The DepEd Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the
nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.

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