This document provides an overview of a learning session on facilitation skills and critiquing the 4 A's instructional model. It outlines 7 facilitation skills including observing, questioning, listening, attending, integrating, oral communication and using training aids. Examples are given for each skill. It also provides guidelines for critiquing the 4 A's model of instruction, which are preparation, activity, analysis, abstraction/integration, and application. The document concludes with information about creating an effective session guide to plan training activities and resources.
The document outlines the framework for monitoring and evaluation (M&E) at the division level. It discusses the objectives of the session which are to explain the assumptions of the division M&E framework, analyze the scope of division M&E, and integrate the content areas with M&E task levels. It also addresses common M&E misconceptions and defines the principles and specific objectives of division M&E. Finally, it identifies the key content areas and hierarchy of task levels that division M&E will focus on.
Contextualizing content in introductory materials science courses improved student outcomes. A study found that contextualizing content through real-world examples, videos, and activities helped students make connections to prior knowledge and concepts. This led to increased student motivation, persistence in coursework, and achievement with test scores rising a full letter grade. Faculty also shifted towards more student-centered teaching. Contextualization is an effective pedagogical approach grounded in how people learn that engages students and improves learning in introductory materials classes.
The document discusses a seminar on the critical issues and emerging development of the MATATAG curriculum. It provides an overview of the MATATAG curriculum, which aims to develop learners who are Makadiyos, Makatao, Makakalikasan, Makabansa. Key aspects of the MATATAG curriculum discussed include the learning areas, values education, peace education, implementation process, and ways to address challenges in implementing the new curriculum.
This report summarizes the findings and recommendations of a panel appointed to review the implementation of South Africa's National Curriculum Statement.
Key issues identified include: confusion caused by numerous policy documents; challenges with transitions between grades; problems with assessment policies and practices; inadequate learning and teaching support materials; and insufficient teacher support and training.
The panel's high-level recommendations are: 1) Develop a clear 5-year plan to improve teaching and learning; 2) Streamline curriculum and assessment policies into single documents per subject per phase; 3) Clarify the role of subject advisors; 4) Reduce teachers' administrative workload; 5) Simplify assessment; 6) Address overload in the Intermediate Phase; 7
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOMRechelle Longcop
The document outlines best practices teachers can implement in their classrooms, including balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. A balanced curriculum includes all subjects, promotes brain development, and prepares students for success. An integrated curriculum allows students to identify topics and research across disciplines. Differentiating the curriculum meets the individual needs of students and nurtures their strengths. Active learning engages students through hands-on activities and collaborative work.
This document provides an overview of a learning session on facilitation skills and critiquing the 4 A's instructional model. It outlines 7 facilitation skills including observing, questioning, listening, attending, integrating, oral communication and using training aids. Examples are given for each skill. It also provides guidelines for critiquing the 4 A's model of instruction, which are preparation, activity, analysis, abstraction/integration, and application. The document concludes with information about creating an effective session guide to plan training activities and resources.
The document outlines the framework for monitoring and evaluation (M&E) at the division level. It discusses the objectives of the session which are to explain the assumptions of the division M&E framework, analyze the scope of division M&E, and integrate the content areas with M&E task levels. It also addresses common M&E misconceptions and defines the principles and specific objectives of division M&E. Finally, it identifies the key content areas and hierarchy of task levels that division M&E will focus on.
Contextualizing content in introductory materials science courses improved student outcomes. A study found that contextualizing content through real-world examples, videos, and activities helped students make connections to prior knowledge and concepts. This led to increased student motivation, persistence in coursework, and achievement with test scores rising a full letter grade. Faculty also shifted towards more student-centered teaching. Contextualization is an effective pedagogical approach grounded in how people learn that engages students and improves learning in introductory materials classes.
The document discusses a seminar on the critical issues and emerging development of the MATATAG curriculum. It provides an overview of the MATATAG curriculum, which aims to develop learners who are Makadiyos, Makatao, Makakalikasan, Makabansa. Key aspects of the MATATAG curriculum discussed include the learning areas, values education, peace education, implementation process, and ways to address challenges in implementing the new curriculum.
This report summarizes the findings and recommendations of a panel appointed to review the implementation of South Africa's National Curriculum Statement.
Key issues identified include: confusion caused by numerous policy documents; challenges with transitions between grades; problems with assessment policies and practices; inadequate learning and teaching support materials; and insufficient teacher support and training.
The panel's high-level recommendations are: 1) Develop a clear 5-year plan to improve teaching and learning; 2) Streamline curriculum and assessment policies into single documents per subject per phase; 3) Clarify the role of subject advisors; 4) Reduce teachers' administrative workload; 5) Simplify assessment; 6) Address overload in the Intermediate Phase; 7
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOMRechelle Longcop
The document outlines best practices teachers can implement in their classrooms, including balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. A balanced curriculum includes all subjects, promotes brain development, and prepares students for success. An integrated curriculum allows students to identify topics and research across disciplines. Differentiating the curriculum meets the individual needs of students and nurtures their strengths. Active learning engages students through hands-on activities and collaborative work.
This document discusses strategies for improving mathematics education. It suggests reexamining the curriculum structure and exploring innovative teaching methods like problem-based learning, inquiry learning and blended learning. Specific problems with traditional teaching are identified, such as its abstract nature and lack of real-world applications. The document advocates making math more meaningful and beautiful through creative, collaborative approaches rather than memorization. New frameworks are proposed that emphasize conceptual understanding, connect math to other subjects and the real world, and optimize classroom time for higher-level thinking.
The document discusses school monitoring and evaluation (M&E) frameworks. It explains that the objectives of school M&E are to provide information on implementing programs and projects to improve plans, assess resource use, improve teacher performance, and monitor student performance. The document also outlines M&E content areas like delivery of basic education, educational resources, teacher performance, learner performance, organization health, and community partnerships. Finally, it discusses integrating these content areas with M&E task levels like planning, implementation, monitoring, evaluation, and reporting.
The document discusses the alignment of the MATATAG 4-Point Education Agenda to the Basic Education Development Plan (BEDP) 2030. It provides an overview of the BEDP results framework and implementation strategies to achieve its goals of improving access, equity, quality, and resiliency in basic education by 2030. The strategies are further elaborated in two phases from 2022-2025 and 2026-2030. Key areas of focus for the BEDP include curriculum revision, infrastructure development, learner well-being, teacher support, and partnerships.
The document outlines guidelines and processes for providing technical assistance to schools. It describes technical assistance as a process aimed at professional help and guidance for improvement. The objectives are to describe technical assistance, analyze processes for providing it, demonstrate readiness in applying guidelines, and appreciate adherence to standards. The technical assistance mechanism involves assessing needs, planning, implementation, monitoring, evaluation, and adjustment. Key steps include organizing provider teams, assessing school needs, designing plans relevant to recipients, implementing plans, and verifying the process with documents. Crucial technical assistance areas for strengthening school-based management are also listed.
LAC refers to a school-based professional development program where teachers engage in instructional dialogues and team learning. School heads and teachers are responsible for conducting LAC meetings. Meetings typically involve teachers sharing experiences, introducing new instructional topics, preparing instructional materials, and providing feedback to each other. LAC meetings aim to improve teaching quality and are intended to take place weekly or bi-weekly for 2-4 hours with topics focused on curriculum, instruction, assessment, and teacher development. Schools receive funding from their MOOE budgets to support LAC activities. The roles of different educational offices are also outlined to support and monitor LAC implementation across school, district, division, and national levels.
This document outlines the agenda and objectives for a SHS Cluster A School Learning Action Cell (SLAC) meeting on September 14, 2023. The agenda includes discussing RPMS indicators for SY 2023-2024, classroom observation mechanics, and topics for SLAC sessions. The objectives are for participants to understand RPMS updates, facilitate classroom observations, share insights on coaching/mentoring, and submit required school reports. Guidelines for the STAR observation tool and suggested SLAC topics are also provided, as well as templates and submission deadlines for RPMS requirements like IDPs, pre-observation forms, and item analyses. The document advocates that excellent teachers are created through advocating for excellence in education.
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
The document provides guidelines for establishing School Governance Councils (SGC) in schools. It discusses the rationale for developing the SGC policy to strengthen shared governance. It describes the functions of SGCs as structures for shared governance and feedback mechanisms. It outlines the composition of SGC members which includes internal and external stakeholders. It details the roles and responsibilities of SGC members including Co-Chairpersons, Secretary, and council members. It discusses how SGCs are to be operationalized and their decision-making processes, as well as budgeting, resource mobilization, and fundraising. The overall purpose is to achieve improved access to learning opportunities and outcomes through participatory governance.
The K to 12 curriculum is standard and competency-based. It is inclusive and built around the needs of the learners and the community. The K to 12 program was carefully studied and designed based on research from other countries and our own local successes and failures in education. The curriculum is available on DepED website. It is the first time in history that the entire curriculum is digitized and made accessible to the public.
The document reports on the accomplishments of Medroso-Mendoz National High School for the 2021-2022 school year in implementing their School Disaster Risk Reduction Management plan. The school focused on three pillars: 1) Ensuring safe learning facilities by rehabilitating water and electrical systems, and sustaining cleanliness. 2) Improving disaster management by obtaining health supplies, using temperature scanners, and posting emergency contacts. 3) Building risk reduction and resilience through quarterly earthquake drills and a vaccination program with the local health unit. The school headed by Principal Gregoria Olayon worked with teachers and parents to achieve these goals of preparing students and the community for disasters.
The DepEd Computerization Program (DCP) aims to provide public schools with appropriate technologies to enhance teaching and learning and meet 21st century challenges. It provides computer hardware, software, and training to address the computer backlog in schools. The DCP objectives are to provide computer labs and e-classrooms, laptops for mobile teachers, integrate ICT into the school system, raise ICT literacy, and reduce the computer backlog. It involves infrastructure provision, program orientation, and monitoring/evaluation. Infrastructure includes computer lab packages, e-classrooms, and laptops for teachers. Schools are selected based on electricity access, teacher ICT capacity and willingness to be trained, and partnership with stakeholders.
The document provides omnibus guidelines for regulating the operations of Parent-Teacher Associations (PTAs) in basic education schools in the Philippines. It outlines the scope, membership requirements, duties of members, and composition of PTAs at different levels from the Homeroom PTAs up to the School PTAs and Federated PTAs. The guidelines also describe election procedures and duties of the Election Committee, as well as regulations regarding PTA meetings, quorum requirements, and activities.
School Improvement Plan aligned with MATATAG Agenda.pptxJoeyDinopol1
The document provides guidance on writing a School Improvement Plan (SIP) according to the SIP style guide. It outlines the required parts of the SIP, which include chapters on the DepEd vision, mission, and values; the school's current situation; the plan; and monitoring and evaluation. Each chapter contains details on the necessary content, such as documenting vision sharing activities, presenting data on the school's situation, identifying priority improvement areas, listing solutions to address root causes, and including project monitoring forms. Templates and annexes are referenced to help complete sections like the planning worksheet, annual implementation plan, and project work plan and budget matrix. A timeline at the end requires finalizing the SIP by August 14 and submitting it by August 31
The document outlines an accountability and continuous improvement framework with 5 indicators. It describes processes for clarifying roles and responsibilities of stakeholders, recognizing achievements based on collaborative performance systems, enhancing accountability mechanisms through community review, developing inclusive assessment criteria and tools, and conducting regular participatory performance assessments. For each indicator, it provides examples of evidence required at basic, intermediate, and advanced levels, such as terms of reference, meeting minutes, policies, reports, and documentation of reviews. The goal is for schools and communities to work together to clearly define roles, track progress, identify gaps, and refine plans through ongoing assessment and improvement efforts.
DepEd MEMORANDUM No. 008 , S. 2023
MULTI-YEAR GUIDELINES ON THE RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM-PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
- The document is the annual instructional supervisory plan for Lambakin Elementary School for the school year 2023-2024. It outlines the school's objectives, activities, and expected outcomes on a weekly basis for each quarter. The objectives are focused on instructional leadership, human resource development, learning environment, school management, and community partnership. Planned activities include teacher supervision and development, parent and stakeholder engagement, facilities maintenance, and school operations. The goals are to improve instructional quality, support teachers, enhance the learning environment, and strengthen community involvement.
- The document outlines guidelines for the Department of Education's National Learning Camp (NLC) program, which aims to support learning recovery through voluntary summer programs.
- The NLC includes Enhancement Camps for advanced learners, Consolidation Camps to reinforce skills, and Intervention Camps for students struggling with literacy and numeracy. It will start with Grades 7-8 and expand over time.
- Teachers will receive training and collaborative support. Assessment will be used for placement and to measure learning gains. The guidelines cover implementation structures, roles, and incentives to support the NLC goals of improving outcomes and strengthening teaching capacity.
Goals and vision of mathematics education unit 3-504DEBABRATA GIRI
This document outlines the goals and vision of mathematics education. It discusses the narrower aims of merely using mathematical processes versus broader aims of problem solving, pattern recognition, and reasoning. It also covers the specific cognitive, affective, and psychomotor aims. The visions outlined by the National Policy on Education in 1968 and 1986 and the National Curricular Framework in 2005 emphasize an active and engaging approach to learning mathematics. The document also lists problems with current mathematics teaching and learning and ways to make it more joyful such as relating it to real-world examples and creating a conducive learning environment.
This document provides a summary of the school monitoring evaluation and adjustment results for School ID 111650 for Q1 CY 2022. It includes tables summarizing the status of physical outputs and accomplishments, identifying any unaccomplished outputs and reasons, and issues elevated to higher management with proposed resolutions. It shows the school met most of its targets for the quarter and identifies ongoing issues like delayed distribution of learning materials from the division office and difficulties some parents face in engaging with distance learning. Lessons learned include the need for centralized data archiving and how procuring their own materials helped address delays.
This document provides information about the North Carolina State Improvement Project's (NCSIP) math instruction foundation training course. The course aims to help teachers improve math instruction for students with disabilities through understanding research-based teaching strategies. It covers topics like number sense, assessment, and connections. Requirements include participating in workshops, readings, and assessments. Research-based math programs discussed include Transitional Mathematics, which has shown growth in student math proficiency at Statesville Middle School. Factors in sustained implementation of programs include assessment data, support systems, and leadership commitment.
This document outlines the agenda for a 3-day curriculum leadership module on primary mathematics for new heads of department and subject heads. Day 1 will cover the role of mathematics curriculum leaders, lesson planning frameworks, and self-directed learning. Day 2 focuses on higher-order thinking, technology integration, and department planning. Day 3 addresses group discussions on views of mathematics and how the subject has evolved. The objective is to support new curriculum leaders in their role and enable them to understand the mathematics curriculum framework, align programs to student needs, integrate technology, and facilitate teacher professional development.
This document discusses strategies for improving mathematics education. It suggests reexamining the curriculum structure and exploring innovative teaching methods like problem-based learning, inquiry learning and blended learning. Specific problems with traditional teaching are identified, such as its abstract nature and lack of real-world applications. The document advocates making math more meaningful and beautiful through creative, collaborative approaches rather than memorization. New frameworks are proposed that emphasize conceptual understanding, connect math to other subjects and the real world, and optimize classroom time for higher-level thinking.
The document discusses school monitoring and evaluation (M&E) frameworks. It explains that the objectives of school M&E are to provide information on implementing programs and projects to improve plans, assess resource use, improve teacher performance, and monitor student performance. The document also outlines M&E content areas like delivery of basic education, educational resources, teacher performance, learner performance, organization health, and community partnerships. Finally, it discusses integrating these content areas with M&E task levels like planning, implementation, monitoring, evaluation, and reporting.
The document discusses the alignment of the MATATAG 4-Point Education Agenda to the Basic Education Development Plan (BEDP) 2030. It provides an overview of the BEDP results framework and implementation strategies to achieve its goals of improving access, equity, quality, and resiliency in basic education by 2030. The strategies are further elaborated in two phases from 2022-2025 and 2026-2030. Key areas of focus for the BEDP include curriculum revision, infrastructure development, learner well-being, teacher support, and partnerships.
The document outlines guidelines and processes for providing technical assistance to schools. It describes technical assistance as a process aimed at professional help and guidance for improvement. The objectives are to describe technical assistance, analyze processes for providing it, demonstrate readiness in applying guidelines, and appreciate adherence to standards. The technical assistance mechanism involves assessing needs, planning, implementation, monitoring, evaluation, and adjustment. Key steps include organizing provider teams, assessing school needs, designing plans relevant to recipients, implementing plans, and verifying the process with documents. Crucial technical assistance areas for strengthening school-based management are also listed.
LAC refers to a school-based professional development program where teachers engage in instructional dialogues and team learning. School heads and teachers are responsible for conducting LAC meetings. Meetings typically involve teachers sharing experiences, introducing new instructional topics, preparing instructional materials, and providing feedback to each other. LAC meetings aim to improve teaching quality and are intended to take place weekly or bi-weekly for 2-4 hours with topics focused on curriculum, instruction, assessment, and teacher development. Schools receive funding from their MOOE budgets to support LAC activities. The roles of different educational offices are also outlined to support and monitor LAC implementation across school, district, division, and national levels.
This document outlines the agenda and objectives for a SHS Cluster A School Learning Action Cell (SLAC) meeting on September 14, 2023. The agenda includes discussing RPMS indicators for SY 2023-2024, classroom observation mechanics, and topics for SLAC sessions. The objectives are for participants to understand RPMS updates, facilitate classroom observations, share insights on coaching/mentoring, and submit required school reports. Guidelines for the STAR observation tool and suggested SLAC topics are also provided, as well as templates and submission deadlines for RPMS requirements like IDPs, pre-observation forms, and item analyses. The document advocates that excellent teachers are created through advocating for excellence in education.
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
The document provides guidelines for establishing School Governance Councils (SGC) in schools. It discusses the rationale for developing the SGC policy to strengthen shared governance. It describes the functions of SGCs as structures for shared governance and feedback mechanisms. It outlines the composition of SGC members which includes internal and external stakeholders. It details the roles and responsibilities of SGC members including Co-Chairpersons, Secretary, and council members. It discusses how SGCs are to be operationalized and their decision-making processes, as well as budgeting, resource mobilization, and fundraising. The overall purpose is to achieve improved access to learning opportunities and outcomes through participatory governance.
The K to 12 curriculum is standard and competency-based. It is inclusive and built around the needs of the learners and the community. The K to 12 program was carefully studied and designed based on research from other countries and our own local successes and failures in education. The curriculum is available on DepED website. It is the first time in history that the entire curriculum is digitized and made accessible to the public.
The document reports on the accomplishments of Medroso-Mendoz National High School for the 2021-2022 school year in implementing their School Disaster Risk Reduction Management plan. The school focused on three pillars: 1) Ensuring safe learning facilities by rehabilitating water and electrical systems, and sustaining cleanliness. 2) Improving disaster management by obtaining health supplies, using temperature scanners, and posting emergency contacts. 3) Building risk reduction and resilience through quarterly earthquake drills and a vaccination program with the local health unit. The school headed by Principal Gregoria Olayon worked with teachers and parents to achieve these goals of preparing students and the community for disasters.
The DepEd Computerization Program (DCP) aims to provide public schools with appropriate technologies to enhance teaching and learning and meet 21st century challenges. It provides computer hardware, software, and training to address the computer backlog in schools. The DCP objectives are to provide computer labs and e-classrooms, laptops for mobile teachers, integrate ICT into the school system, raise ICT literacy, and reduce the computer backlog. It involves infrastructure provision, program orientation, and monitoring/evaluation. Infrastructure includes computer lab packages, e-classrooms, and laptops for teachers. Schools are selected based on electricity access, teacher ICT capacity and willingness to be trained, and partnership with stakeholders.
The document provides omnibus guidelines for regulating the operations of Parent-Teacher Associations (PTAs) in basic education schools in the Philippines. It outlines the scope, membership requirements, duties of members, and composition of PTAs at different levels from the Homeroom PTAs up to the School PTAs and Federated PTAs. The guidelines also describe election procedures and duties of the Election Committee, as well as regulations regarding PTA meetings, quorum requirements, and activities.
School Improvement Plan aligned with MATATAG Agenda.pptxJoeyDinopol1
The document provides guidance on writing a School Improvement Plan (SIP) according to the SIP style guide. It outlines the required parts of the SIP, which include chapters on the DepEd vision, mission, and values; the school's current situation; the plan; and monitoring and evaluation. Each chapter contains details on the necessary content, such as documenting vision sharing activities, presenting data on the school's situation, identifying priority improvement areas, listing solutions to address root causes, and including project monitoring forms. Templates and annexes are referenced to help complete sections like the planning worksheet, annual implementation plan, and project work plan and budget matrix. A timeline at the end requires finalizing the SIP by August 14 and submitting it by August 31
The document outlines an accountability and continuous improvement framework with 5 indicators. It describes processes for clarifying roles and responsibilities of stakeholders, recognizing achievements based on collaborative performance systems, enhancing accountability mechanisms through community review, developing inclusive assessment criteria and tools, and conducting regular participatory performance assessments. For each indicator, it provides examples of evidence required at basic, intermediate, and advanced levels, such as terms of reference, meeting minutes, policies, reports, and documentation of reviews. The goal is for schools and communities to work together to clearly define roles, track progress, identify gaps, and refine plans through ongoing assessment and improvement efforts.
DepEd MEMORANDUM No. 008 , S. 2023
MULTI-YEAR GUIDELINES ON THE RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM-PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
- The document is the annual instructional supervisory plan for Lambakin Elementary School for the school year 2023-2024. It outlines the school's objectives, activities, and expected outcomes on a weekly basis for each quarter. The objectives are focused on instructional leadership, human resource development, learning environment, school management, and community partnership. Planned activities include teacher supervision and development, parent and stakeholder engagement, facilities maintenance, and school operations. The goals are to improve instructional quality, support teachers, enhance the learning environment, and strengthen community involvement.
- The document outlines guidelines for the Department of Education's National Learning Camp (NLC) program, which aims to support learning recovery through voluntary summer programs.
- The NLC includes Enhancement Camps for advanced learners, Consolidation Camps to reinforce skills, and Intervention Camps for students struggling with literacy and numeracy. It will start with Grades 7-8 and expand over time.
- Teachers will receive training and collaborative support. Assessment will be used for placement and to measure learning gains. The guidelines cover implementation structures, roles, and incentives to support the NLC goals of improving outcomes and strengthening teaching capacity.
Goals and vision of mathematics education unit 3-504DEBABRATA GIRI
This document outlines the goals and vision of mathematics education. It discusses the narrower aims of merely using mathematical processes versus broader aims of problem solving, pattern recognition, and reasoning. It also covers the specific cognitive, affective, and psychomotor aims. The visions outlined by the National Policy on Education in 1968 and 1986 and the National Curricular Framework in 2005 emphasize an active and engaging approach to learning mathematics. The document also lists problems with current mathematics teaching and learning and ways to make it more joyful such as relating it to real-world examples and creating a conducive learning environment.
This document provides a summary of the school monitoring evaluation and adjustment results for School ID 111650 for Q1 CY 2022. It includes tables summarizing the status of physical outputs and accomplishments, identifying any unaccomplished outputs and reasons, and issues elevated to higher management with proposed resolutions. It shows the school met most of its targets for the quarter and identifies ongoing issues like delayed distribution of learning materials from the division office and difficulties some parents face in engaging with distance learning. Lessons learned include the need for centralized data archiving and how procuring their own materials helped address delays.
This document provides information about the North Carolina State Improvement Project's (NCSIP) math instruction foundation training course. The course aims to help teachers improve math instruction for students with disabilities through understanding research-based teaching strategies. It covers topics like number sense, assessment, and connections. Requirements include participating in workshops, readings, and assessments. Research-based math programs discussed include Transitional Mathematics, which has shown growth in student math proficiency at Statesville Middle School. Factors in sustained implementation of programs include assessment data, support systems, and leadership commitment.
This document outlines the agenda for a 3-day curriculum leadership module on primary mathematics for new heads of department and subject heads. Day 1 will cover the role of mathematics curriculum leaders, lesson planning frameworks, and self-directed learning. Day 2 focuses on higher-order thinking, technology integration, and department planning. Day 3 addresses group discussions on views of mathematics and how the subject has evolved. The objective is to support new curriculum leaders in their role and enable them to understand the mathematics curriculum framework, align programs to student needs, integrate technology, and facilitate teacher professional development.
The document outlines the 2010 Secondary Education Curriculum for Mathematics in the Philippines. It discusses the conceptual framework, which focuses on developing core competencies like problem solving, communicating mathematically, reasoning mathematically, and making connections through representations. It describes the three-stage curriculum design process and the refinement of standards, assessments, and learning plans based on feedback from stakeholders and pilot testing. Key features of the lean yet rich curriculum include an emphasis on essential understandings, high performance standards, and developing students' multiple intelligences through special programs in areas like arts, sports, journalism, science, and vocational education.
1) The document outlines various mathematics resources and support documents available to teachers, including the K-6 Mathematics Syllabus, sample units of work, numeracy programs and frameworks.
2) It provides guidance on effective mathematics programming, such as differentiating instruction, challenging students, and helping students see themselves as numerate.
3) It emphasizes making connections across the mathematics curriculum by integrating different strands like number, patterns, and measurement.
This document outlines the Single National Curriculum for Mathematics in Pakistan for grades 1-5. It includes 10 chapters that cover the introduction, progression grid, curriculum for each grade level, teaching strategies, assessment, teaching and learning resources. The curriculum aims to develop mathematical literacy, logical thinking, and ability to solve real-life problems. It is divided into 4 strands: Numbers and Operations, Algebra, Geometry and Measurement, and Data Handling. Standards and benchmarks are provided for each strand for different grade levels to show progression of concepts. The curriculum emphasizes concrete, pictorial, and abstract approaches to help students build a deep understanding of mathematical concepts.
The document discusses setting aims and learning outcomes for educational modules. It defines learning outcomes as statements that predict what learners will gain from learning. The document provides guidance on writing learning outcomes at both the program and module level, and emphasizes the importance of constructive alignment between learning outcomes, teaching activities, and assessment.
The document describes a one-day training workshop on AICTE's examination reform policy. The workshop will cover key topics related to outcome-based education including designing outcome-based assessments at the program and course level. Participants will learn how to use Bloom's taxonomy to assess higher-order thinking skills and choose appropriate assessment methods. The workshop will provide guidance on developing model question papers, scoring rubrics, and connecting assessments to program outcomes in line with AICTE's examination reform policy.
2. Evaluation design of the cofimvaba ict4 red initiative - Bridge 2014 versionBenita Williams
This presentation was delivered to the Monitoring and Evaluation Colloquium of Bridge on 12 August 2014. It is based on a paper delivered at the SAMEA 2013 conference by Williams, Marais and Rampa
Crafting the Curriculum_Lesson 3_Curriculum Mapping_ ERNELUZ FIEDACAN.pptxDhanFiedacan
Curriculum mapping is a process that involves aligning lessons, outcomes, and assessments to provide a clear path for student learning. It ensures consistency between teachers in what is taught and allows teachers to see how concepts connect across grades. There are five key benefits: 1) It provides an organized progression of learning; 2) Ensures alignment to standards; 3) Facilitates communication between teachers; 4) Allows teachers to track student progress; and 5) Serves as a reflective tool to improve instruction. The mapping process involves creating a matrix with timelines, outcomes, content, resources, teaching methods, and assessments. Completed maps are shared with teachers for feedback and refinement.
Syllabus and Course Outline for PSTM.docxandreife1
The document outlines the course outline for Principles and Strategies in Teaching Mathematics at Lanao School of Science and Technology for the 2022-2023 academic year. It includes 9 chapters that will be covered from August to November, focusing on topics like effective teaching practices, mathematical discourse, questioning techniques, and formative assessment. Students will be evaluated through quizzes, assignments, projects and a final exam to assess their understanding of applying principles and strategies for teaching mathematics.
This document outlines the agenda and goals of a meeting between the Riverside School Board and McGill University to discuss enhancing mathematics teaching and learning through technology. The day will include reviewing project goals, formative assessment, focus groups, and a wrap-up. Key themes of the CCCM project are student success, digital literacy, transition from elementary to secondary school, professional learning, and using data. Objectives for the first year are to foster communities of practice around mathematics and digital tools and develop shared understandings.
This document discusses curriculum alignment and its importance. It defines curriculum alignment as ensuring instruction at each grade level and subject area is focused on the appropriate academic standards. This allows for an equitable education for all students based on high standards. The document outlines steps for curriculum development, including understanding academic standards, developing a scope and sequence, and creating curriculum units. It also discusses using a Rigor/Relevance Framework to analyze lessons and ensure they have appropriate levels of difficulty and real-world application. School leaders must facilitate daily implementation of curriculum and assessments to support student learning.
The document provides an overview of the Los Angeles Unified School District's 2014-2015 Common Core Math 8 Curriculum Map. It introduces the curriculum map as a tool that organizes the math standards and provides resources for teachers. It describes the components of the curriculum map, including the standards, enduring understandings, essential questions, instructional strategies, assessments and differentiation approaches. It explains that the map is intended to be a flexible guide for teachers to select lessons and activities to meet the needs of their students, rather than a rigid pacing plan.
The document provides an overview of curriculum design and development for outcome-based education. It discusses key concepts such as:
- The difference between curriculum and syllabus, with syllabus being a subset of curriculum.
- The four phases of curriculum process: design, development, implementation, and evaluation.
- Factors to consider in the curriculum design phase such as formulating objectives and identifying prerequisites and outcomes.
- Developing instructional resources and sequencing content, courses, and topics in the curriculum development phase.
The presentation emphasizes taking a competency-based approach to curriculum development and considering criteria like utility, variety and flexibility when making decisions in the process.
This document provides an overview of Module 1 of a resource on teaching secondary mathematics. It includes:
1. An outline of the modules in the resource which focus on topics like fractions, algebra, and problem solving.
2. The main themes of the resource which emphasize individualized learning, using data to plan instruction, and examining goals of math teaching.
3. An discussion of international student achievement data from TIMSS and PISA that shows large variations in school performance even after accounting for socioeconomic factors.
This document provides an overview of Module 1 of a resource on teaching secondary mathematics. It includes:
1. An outline of the modules in the resource which focus on improving mathematics teaching and learning.
2. The main themes of the resource which emphasize student-centered learning through assessment and targeted instruction to meet individual student needs.
3. An overview of how the resource addresses mathematics in the Victorian Essential Learning Standards and Principles of Learning and Teaching P-12.
This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.
The document outlines Project "GIYA Teachers" which aims to provide technical assistance to teachers through classroom visitations by "guides". The project has 4 key reform areas and objectives to determine teachers' needs, enable provision of assistance, strengthen teamwork, and allow leaders to understand grassroots information firsthand. Guides will be organized into teams to plan school visits, conduct pre-visit activities, classroom observations, and post-conferences. Results will be analyzed, findings disseminated, and a quality assurance system is in place to evaluate the program's effectiveness and adherence to standards.
The Secondary One (Special/Express) Mathematics Syllabus covers topics in arithmetic including whole numbers, fractions, decimals, approximation, estimation, and use of a scientific calculator. It also includes squares, square roots, cubes, cube roots and number sequences. Key areas of focus are the four arithmetic operations, ordering of numbers, factors and multiples, and rounding numbers to a specified degree of accuracy. The syllabus aims to develop students' conceptual understanding and skills in calculating with whole numbers, fractions, decimals and real numbers.
The document discusses the Common Core State Standards for Arizona (CCSS AZ 2010). It provides details on the goals of CCSS AZ 2010, which include having fewer, more rigorous standards that are internationally benchmarked and prepare students for college, careers, and global competitiveness. It outlines characteristics like coherence across topics, a focus on key skills and concepts, and clarity and specificity in how standards are defined. The document also discusses PARCC assessments and PUHSD's implementation plan for CCSS AZ 2010 with a focus on mathematical practices and lesson planning.
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2. 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
Quarter 2 Curriculum
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
3. MATATAG Curriculum Training | 2024
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
Quarter 1 Curriculum
Standards and
Unpacking/
Clustering of
Learning
Competencies
Session 5
Quarter 2 Curriculum
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
4. MATATAG Curriculum Training | 2024
Session 3
WALKTHROUGH OF MATATAG
MATHEMATICS SHAPING PAPER
MELANIE C. UNIDA
Resource Person
5. MATATAG Curriculum Training | 2024
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.
6. MATATAG Curriculum Training | 2024
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
7. MATATAG Curriculum Training | 2024
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
Professional Standards Addressed
8. MATATAG Curriculum Training | 2024
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
Professional Standards Addressed
9. MATATAG Curriculum Training | 2024
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
10. MATATAG Curriculum Training | 2024
Activity: Panel Discussion/Forum
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
11. MATATAG Curriculum Training | 2024
Activity: Panel Discussion/Forum
SITUATION – You will present, discuss, and provide
insights about the common issues and concerns in
the current Grade 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
12. MATATAG Curriculum Training | 2024
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
14. MATATAG Curriculum Training | 2024
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
15. MATATAG Curriculum Training | 2024
Background/Rationale
Table 1. Distribution of Cognitive Demands Across Grade Levels
16. MATATAG Curriculum Training | 2024
Background/Rationale
Findings of the Mathematics Curriculum Review
2. Essential Learning Competencies
• Substantial number of ELCs were identified
• Some ELCs were implicit and/or misplaced
18. MATATAG Curriculum Training | 2024
Background/Rationale
Findings of the Mathematics Curriculum Review
3. Sequencing of Learning Competencies
• Spiral Progression, to a large extent, is evident
• Sequencing
of some learning content may disrupt the continuity
of LCs
19. MATATAG Curriculum Training | 2024
4. Curriculum Congestion
• Some LCs are too specific and
are stated as learning objectives
making the curriculum appear congested
Background/Rationale
Findings of the Mathematics Curriculum Review
20. MATATAG Curriculum Training | 2024
Background/Rationale
Findings of the Mathematics Curriculum Review
5. Time Allocation
• Inadequate time allocation for
the development and mastery of
the competencies
22. MATATAG Curriculum Training | 2024
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
23. MATATAG Curriculum Training | 2024
The Revised Mathematics Curriculum
Framework
Revised Grades 1 to 10
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
24. MATATAG Curriculum Training | 2024
The Revised Mathematics Curriculum
Framework
Revised Grades 1 to 10
Mathematics Curriculum Framework
The Supporting
Components
Pedagogy
Assessment
Resources
26. MATATAG Curriculum Training | 2024
The Revised Mathematics Curriculum
Framework
Revised Grades 1 to 10
Mathematics Curriculum Framework
Mathematical Proficiency
(NRC, 2001)
Conceptual understanding –
comprehension of mathematical
concepts, operations, and
relations
Procedural Fluency – skill in
carrying out procedures flexibly,
accurately, efficiently, and
appropriately
27. MATATAG Curriculum Training | 2024
The Revised Mathematics Curriculum
Framework
Revised Grades 1 to 10
Mathematics Curriculum Framework
Mathematical Proficiency
(NRC, 2001)
Strategic Competence – ability
to formulate, represent and solve
mathematical problems
Adaptive Reasoning – capacity
for logical thought, reflection,
explanation and justification
28. MATATAG Curriculum Training | 2024
The Revised Mathematics Curriculum
Framework
Revised Grades 1 to 10
Mathematics Curriculum Framework
Mathematical Proficiency
(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.
29. MATATAG Curriculum Training | 2024
The Revised Mathematics Curriculum
Framework
Revised Grades 1 to 10
Mathematics Curriculum 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
30. MATATAG Curriculum Training | 2024
The Revised Mathematics Curriculum
Framework
Revised Grades 1 to 10
Mathematics Curriculum 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)
31. MATATAG Curriculum Training | 2024
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.
Mathematical Proficiency
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
32. MATATAG Curriculum Training | 2024
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.
33. MATATAG Curriculum Training | 2024
Features of the MATATAG Mathematics Curriculum
1. Curriculum Goal
• Develop Filipino learners
who are mathematically
proficient and critical
problem solvers
34. MATATAG Curriculum Training | 2024
Features of the MATATAG Mathematics Curriculum
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
35. MATATAG Curriculum Training | 2024
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)
36. MATATAG Curriculum Training | 2024
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
37. MATATAG Curriculum Training | 2024
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)
38. MATATAG Curriculum Training | 2024
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
39. MATATAG Curriculum Training | 2024
Features of the MATATAG Mathematics Curriculum
3. Preference on EDP
• Enhanced articulation of standards and competencies
in preference for employing Engineering Design
Process in learning tasks
40. MATATAG Curriculum Training | 2024
Features of the MATATAG Mathematics Curriculum
4. 21st Century Skills
• Clearer articulation of 21CS in standards and
competencies
Source: DO 24, s. 2022 BEDP 2030
41. MATATAG Curriculum Training | 2024
Features of the MATATAG Mathematics Curriculum
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:
42. MATATAG Curriculum Training | 2024
Features of the MATATAG Mathematics Curriculum
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.
43. MATATAG Curriculum Training | 2024
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
44. MATATAG Curriculum Training | 2024
The Content Domains
Number and Algebra
• patterns involving numbers, shapes, and their
attributes
• algebraic perspective of numbers
• notions of equations, functions, and analytic
geometry.
45. MATATAG Curriculum Training | 2024
Measurement and Geometry
• shapes, their properties and their geometric
measurements
• axiomatic development, advanced concepts, and
proofs
The Content Domains
46. MATATAG Curriculum Training | 2024
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
47. MATATAG Curriculum Training | 2024
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
48. MATATAG Curriculum Training | 2024
Key Stage Standards
Key Stage 1 Key Stage 2 Key Stage 3
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
49. MATATAG Curriculum Training | 2024
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.
Mathematical Proficiency
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
50. MATATAG Curriculum Training | 2024
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
desirable values, attitudes and dispositions in mathematics.
Curriculum Goal in KS2
Articulated problem solving, critical thinking, and the intertwining
strands of mathematical proficiency in the learning standards
Strategic
Competence
Adaptive
Reasoning
Problem
Solving
Critical
Thinking
Conceptual
understanding
Procedural
fluency
Productive
Disposition
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
desirable values, attitudes and dispositions in mathematics.
51. MATATAG Curriculum Training | 2024
The learning standards of the KS 3 Mathematics curriculum aim
to ensure that learners:
• 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,
situated, or purely mathematical problems; and
• strengthen appreciation, curiosity, interest, creativity, and
other desirable values, attitudes, and dispositions in
mathematics.
Curriculum Goal in KS3
Articulated problem solving, critical thinking, and the intertwining
strands of mathematical proficiency in the learning standards
Adaptive
Reasoning/
Strategic
Competence
Adaptive
Reasoning
Problem
Solving
Critical
Thinking
Conceptual
understanding
Procedural
fluency
Productive
Disposition
52. MATATAG Curriculum Training | 2024
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;
53. MATATAG Curriculum Training | 2024
Key Stage Standards : Curriculum Content
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
54. MATATAG Curriculum Training | 2024
Key Stage Standards : Curriculum Content
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
55. MATATAG Curriculum Training | 2024
Key Stage Standards : Curriculum Content
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
56. MATATAG Curriculum Training | 2024
Key Stage Standards : Curriculum Content
Key Stage 1 Key Stage 2 Key Stage 3
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.
57. 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?
58. MATATAG Curriculum Training | 2024
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.
59. MATATAG Curriculum Training | 2024
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.
60. MATATAG Curriculum Training | 2024
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.
61. MATATAG Curriculum Training | 2024
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.
Purpose of the Slide:
Say: We are still on the training of Grade 4 Mathematics Regional Trainers
Do:
Purpose of the Slide: to give an overview of the sessions
Say: To refresh your memory, there are 13 sessions for this training--. What session are we now?
Other Notes:
Purpose of the Slide: to give an overview of the sessions
Say: We are on Session No. 2. Walkthrough of the Mathematics Shaping Paper
Other Notes:
Purpose of the Slide: to give the title of the session and name of the RP/LF
Say: I am _____________ and I will be facilitating the session titled ______.
Other Notes: Faci may add more ad libs.
Purpose of the Slide: To give the objective/aim of the session
Say: In this session, you will be ___________. At the end of the session, you will also be ____________. Below are the strands of the professional standards that this PD addresses.
Other Notes:
Purpose of the Slide: To present the professional standards addressed
Say: The Professional Standards for Teachers that will be addressed in this session are _______.
Other Notes:
Purpose of the Slide: To present the professional standards addressed
Say: The Professional Standards for School Heads that will be addressed in this session are _______.
Other Notes:
Purpose of the Slide: To present the professional standards addressed
Say: The Professional Standards for Supervisors that will be addressed in this session are _______.
Other Notes:
Say: The flow of our session will be _____.
Purpose of the Slide: To review us on the issues and concerns in the current Mathematics curriculum and its implementation.
Say: Let’s have a Panel Discussion Activity. The goal of this activity is to _______. The various roles for this activity are __________.
Do:
Note to faci: Discuss the GRASPS.
Purpose of the Slide: To review us on the issues and concerns in the current Mathematics curriculum and its implementation.
Say: For this activity, the situation is ________. Again, we will have a panel discussion. At the end, there will be insights ___________.
Do:
Note to facilitator: Discuss the GRASPS.
Purpose of the Slide: Present the guide questions for the activity.
Say:
Do: Ask the questions to analyze the current situation
Note to faci: Discuss the GRASPS.
.
Purpose of the Slide: to introduce the topic
Say: Let’s now have our walkthrough on the MATATAG Mathematics Curriculum Shaping Paper.
Other Notes: The learning area shaping paper provides direction in the how the curriculum will be revised.
Purpose of the Slide: to provide the rationale/background of the development of the shaping paper.
Say: The Mathematics curriculum was shaped on the findings obtained during the review of the intended curriculum.
Other Notes: The facilitator will give the Background/Rationale emanating from the findings of the Curriculum Review.
Say: The MATATAG Mathematics curriculum, recently launched in last August 10, 2023 went through a tedious process. Starting with the curriculum review in 2019, the findings were used as bases for its design and its development through a series of workshops. Among the findings are as follows:
The findings that the Philippine curriculum Philippine curriculum has higher expectations compared to international counterparts coincide with the results of the review of the current Mathematics curriculum in terms of cognitive demand. Specifically, the level of cognitive demand is concentrated on level 2 which is about performing algorithmic procedures, and level 4 which is focused on analysis. However, it was also found that there is a low rate on the demands of level 3 that centers on communication and level 5 emphasizing creation and/or investigation.
The curriculum was examined on the basis of the levels of the cognitive demand as follows:
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
During the revision of the curriculum, the standards and learning competencies were examined and ensured that the these cognitive demands on communication and creation/investigation are articulated in the learning standards.
Purpose of the Slide: provide the result of the review of the cognitive demand
Say: The distribution of the cognitive demand levels across grade levels is shown in Table 1.
Other Notes: Mention the findings as shown in the table.
Purpose of the Slide: provide the result of the review of the essential learning competencies
Say: The current curriculum has a total of 740 learning competencies. During the review, it was found that we have a substantial number of essential learning competencies or the ELCs. However, it was also found in the review that there were pre-requisite competencies that were misplaced.
An example to this is the content on area which is introduced in Grade 2, but perimeter is found in Grade 4..
Other Notes: Mention the findings as shown in the slide and present how the learning competency was identified as essential learning competency based on the provided characteristics in the slide.
Purpose of the Slide: provide the result of the review of the essential learning competencies
Say: The distribution of the essential learning competencies and desirable learning competencies across grade levels is shown in Table 2.
Other Notes: Emphasize that in all grade levels, most of the LCs are identified essential.
Purpose of the Slide: provide the result of the review of intended Mathematics curriculum.
Say: Other important findings are about the sequencing of the learning competencies, curriculum congestion and time allocation
Other Notes Present the findings and how they were addressed.
Say:
The review also revealed that the curriculum to a larger extent exhibited the spiral progression approach in the development of learning competencies. However, the sequencing of some learning content may disrupt the continuity of the competencies in a content domain. An example related to this is on the measures of central tendency and variability being discussed in Grade 7 but it would take 2 years for learners to encounter the next related topic on statistical measures as measures of position is introduced in Grade 10. Thus, the sequencing may have disrupted the continuity of the skills and content in a content domain. Here, the developmental sequence of the concepts and its appropriateness in the grade level was ascertained during the revision, as well as its continuity through mapping of the pre-requisite skills within the and across other learning areas.
Purpose of the Slide: provide the result of the review of intended Mathematics curriculum.
Say: Other important findings are about the sequencing of the learning competencies, curriculum congestion and time allocation
Other Notes Present the findings and how they were addressed.
Say:
A common observation in the articulation of the learning competencies in the curriculum is that these LCs are too specific and are stated as learning objectives, making the curriculum appear congested. Hence, some learning competencies, especially those which are seemingly learning objectives were clustered and were stated into a more general form. Additionally, essential learning competencies anchored on the Big Ideas were prioritized.
It was also revealed that the allocated time for the development and mastery of the LCs is not adequate. With the changes on the articulation and number of learning competencies being covered in the revised curriculum, the team again reviewed the time allotment to ensure that there is enough time in developing the essential skills and knowledge mapped in the revised curriculum.
Purpose of the Slide: provide the result of the review of intended Mathematics curriculum.
Say: Other important findings are about the sequencing of the learning competencies, curriculum congestion and time allocation
Other Notes Present the findings and how they were addressed.
Say:
It was also revealed that the allocated time for the development and mastery of the LCs is not adequate. With the changes on the articulation and number of learning competencies being covered in the revised curriculum, the team again reviewed the time allotment to ensure that there is enough time in developing the essential skills and knowledge mapped in the revised curriculum.
Purpose of the Slide: Compare the current and the MATATAG Mathematics curriculum framework.
Say: This slide presents the curriculum framework we have in the current curriculum, with the twin goals of critical thinking and problem solving; and the framework of the revised mathematics curriculum with the main goal of developing a mathematically proficient and critical problem solver.
Other Notes Ask the participants on the similarity and differences of the two framework as depicted in the presented figures..
Purpose of the Slide: Present MATATAG Mathematics curriculum framework.
Say: The framework of the revised mathematics curriculum puts premium on its main goal of developing a mathematically proficient and critical problem solver.
Other Notes Ask the participants on other elements are shown in the framework..
Say:
Examining closely, the framework of the Revised Grades 1 to 10 Mathematics Curriculum guides the teachers in preparing mathematically rich lessons and helps them recalibrate pedagogies, assessments, and resources in achieving the aspirations of the curriculum.
The main goal of the revised curriculum is for Filipino learners to become mathematically proficient and critical problem solvers. It streamlines and enriches the twin goals of the current curriculum, namely critical thinking and problem solving.
Purpose of the Slide: Present MATATAG Mathematics curriculum framework.
Say: To achieve the main goal, three facilitating facets must be in place: a robust mathematical content, a sound mathematical disposition, and a set of strategic skills for applying mathematics in various contexts.
Other Notes:
Purpose of the Slide: Present MATATAG Mathematics curriculum framework.
Say: The three facilitating facets must be reinforced by three supporting components focusing on pedagogy, assessment, and resources, with all these being relevant to the context, content, and learning phases of the learners.
Other Notes:
Purpose of the Slide: Present MATATAG Mathematics curriculum framework.
Say: Mathematical Proficiency is comprised of the five intertwining strands: Conceptual understanding, procedural fluency, strategic competence, adaptive reasoning and productive disposition.
Other Notes: Provide definitions of other related concepts as follows:
Mathematical literacy is an individual’s capacity to reason mathematically and to formulate, employ, and interpret mathematics to solve problems in a variety of real-world contexts. It helps individuals know the role that mathematics plays in the world and make the well-founded judgments and decisions needed by constructive, engaged, and reflective 21st-century citizens (OECD, 2022).
Mathematics Proficiency refers to the ability level of learners to use mathematical knowledge and skills effectively in a variety of situations (Principles and Standard for School Mathematics, NCTM, 2000);
Purpose of the Slide: Present MATATAG Mathematics curriculum framework.
Say: One of the features of the revised curriculum is its articulation of problem solving, critical thinking, and mathematical proficiency as presented in its curriculum framework.
It is important to note that more than aiming for the Filipino learners to become successful problem solvers, the revised curriculum intends to produce learners who exhibit the qualities emanating from five intertwining strands of mathematical proficiency as defined by the National Research Council (NRC, 2001). These strands are:
Conceptual Understanding—comprehension of mathematical concepts, operations, and relations
Procedural Fluency—skill in carrying out procedures flexibly, accurately, efficiently, and appropriately
Purpose of the Slide: Present MATATAG Mathematics curriculum framework.
Say: Other strands of Mathematical Proficiency are:.
Strategic Competence—ability to formulate, represent, and solve mathematical problems
Adaptive Reasoning—capacity for logical thought, reflection, explanation, and justification
Productive Disposition—habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy. (p. 116)
Purpose of the Slide: Present MATATAG Mathematics curriculum framework.
Say: Other strands of Mathematical Proficiency are:.
Productive Disposition—habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy. (p. 116)
Purpose of the Slide: Present MATATAG Mathematics curriculum framework.
Say: The curriculum puts premium on the critical thinking as presented in this slide. This the process of purposeful and reflective judgement. It applies cognitive skills of interpretation, analysis, inference, evaluation, explanation, and self regulation in an effort to judge what to believe or what to do
Purpose of the Slide: Present MATATAG Mathematics curriculum framework.
Say: The curriculum puts premium on the critical thinking as presented in this slide. This the process of purposeful and reflective judgement. It applies cognitive skills of interpretation, analysis, inference, evaluation, explanation, and self regulation in an effort to judge what to believe or what to do
The curriculum also puts premium on the problem solving as presented in this slide. It defines as finding a way out of difficulty, a way around an obstacle, attaining an aim which was not immediately attainable, according to Polya. Solving problems is not only a goal of learning mathematics but also a major means of doing so (NCTM, 2000)
We are cognizant that solving problems is not only a goal of learning mathematics but also a major means of doing Mathematics.
Purpose of the Slide: Present the mapping of the strands of mathematical proficiency in the learning standards.
Say: The articulation of problem solving, critical thinking and the intertwining strands of mathematical proficiency is evident in the learning standards in the revised curriculum.
This can be exemplified in the key stage 1 standards, and also evident in other key stage standards.
(Read slide)
Purpose of the Slide: Provide a summary on the features of the framework.
Say: To emphasize clearly, the revised mathematics curriculum aims to develop among the learners the proficiency in solving 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.
Purpose of the Slide: Present the features of MATATAG Mathematics Curriculum
Say: how do we compare the current curriculum and the revised mathematics curriculum?
We have critical thinking and problem solving as the twin-goals of the 2016 mathematics curriculum. In the MATATAG Curriculum, we would like to highlight the learner that we envision – that is, a mathematically proficient and critical problem solver.
Purpose of the Slide: Present the features of MATATAG Mathematics Curriculum
Say: In the 2016 Mathematics curriculum, the content standards centers on 5 content domains: Number and Number Sense, Measurement, Geometry, Patterns and Algebra, and Statistics and Probability. As we decongest the content and learning competencies in the revised curriculum, we now have 3 content domains that are anchored on Big Ideas namely Number and Algebra, Measurement and Geometry, and Data and Probability.
Purpose of the Slide: Present the definition of big ideas
Say: What is a big idea?
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 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
Purpose of the Slide: Present the definition of big ideas
Say: What is a big idea?
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 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
Purpose of the Slide: Present the identified big ideas in the MATATAG Mathematics Curriculum
Say: There were 12 Big Ideas identified during the revision of the curriculum namely:
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
Other notes: provide examples of big ideas
Purpose of the Slide: Present the comparison of the number of learning competencies in the curriculum
Say: how do we compare the current curriculum and the revised mathematics curriculum on the number of learning competencies?
There is a reduction of about 30% in the number of learning competencies in the MATATAG Mathematics curriculum. From 740, we now have 506 LCs,
Purpose of the Slide: Present the features of MATATAG Mathematics Curriculum
Say: We have an enhanced articulation of the standards and competencies in preference for employing the Engineering Design Process in learning tasks highlighting the interrelation of concepts in other learning areas, such as Science and Technology, and in promoting STEM.
Purpose of the Slide: Present the features of MATATAG Mathematics Curriculum
Say: There is also a strengthened articulation of the 21st Century skills in the standards and competencies. The 21st Century Skills framework of DepEd is included in the BEDP 2030.
Purpose of the Slide: Present the features of MATATAG Mathematics Curriculum
Say: Examples of the strengthened articulation of the 21st Century skills in the standards and competencies are as follow:
Other notes: Read the examples on the slide.
Purpose of the Slide: Present the features of MATATAG Mathematics Curriculum
Say: We also put premium on the development of foundational skills to strengthened early numeracy.
Other notes: read the examples of the learning competencies
Purpose of the Slide: Present the content domains of MATATAG Mathematics Curriculum
Say: From 5 content domains in the current curriculum, we now have 3 to emphasize the interconnection of these domains: Number and Algebra; Measurement and Geometry; and Data and Probability.
Purpose of the Slide: Present the content domains of MATATAG Mathematics Curriculum
Say:
Number and Algebra: Starting with patterns involving numbers, shapes, and their attributes in the early stages of learning, the revised curriculum presents the algebraic perspective of numbers in the middle stages of learning, and later the notions of equations, functions, and analytic geometry.
Purpose of the Slide: Present the content domains of MATATAG Mathematics Curriculum
Say:
Measurement and Geometry: With shapes, their properties and their geometric measurements in the earlier learning stages, the discussion on geometry continues to its axiomatic development, advanced concepts, and proofs in the later part of the learning process.
Purpose of the Slide: Present the content domains of MATATAG Mathematics Curriculum
Say: Data and Probability: From simple collection and representation of data to understanding the terms “likely,” “more likely,” and “most likely” as simple concepts of probability, the discussion progresses into methodical, graphical, and numerical interpretations and computations of data, experimental and theoretical perspectives of probability, and counting techniques in the middle and later stages of learning.
Purpose of the Slide: Present the key stage standards of the MATATAG Mathematics Curriculum
Say:
Key Stage 1 (KS 1) of the Mathematics curriculum focuses on Grades 1 to 3 learners. At this stage, the curriculum addresses the development of early numeracy by focusing on the learners’ understanding of 1-to-4-digit numbers, measures, basic shapes, and simple data. It also develops their fluency in carrying out procedures or operations involving these mathematical objects in their various representations (concrete, contextual, verbal, visual, and symbolic). Mastery of early numeracy concepts lays the groundwork for understanding more complex mathematical concepts and solving more complex problems.
Key Stage 2 (KS 2) of the Mathematics curriculum focuses on Grades 4 to 6 learners. At this stage, the curriculum extends numbers, algebra, measures, geometry, data and probability. The coverage includes more complex properties, operations, and problems in different contexts that demand efficient written and mental methods of calculation.
Key Stage 3 (KS 3) of the Mathematics curriculum focuses on Grades 7 to 10 learners. At this stage, the curriculum covers algebra, measurement, geometry, and data and probability with greater emphasis on cognitive development towards self-directed learning.
Purpose of the Slide: Present the key stage standards of the MATATAG Mathematics Curriculum
Say:
In all key stages, mathematical objects are in their various representations (concrete, contextual, verbal, visual, and symbolic). Learning experiences include explorations of mathematical objects and operations that will engage learners in a variety of thinking processes in real, in situated, and in purely mathematical contexts. The goal of learning experiences is to support and strengthen the young learners’ interest and appreciation of mathematics as a tool for solving problems and for communicating ideas in everyday situations.
Purpose of the Slide: Present the mapping of the strands of mathematical proficiency in the learning standards.
Say: The articulation of problem solving, critical thinking and the intertwining strands of mathematical proficiency is evident in the learning standards in the revised curriculum.
This can be exemplified in the key stage 1 standards, and also evident in other key stage standards.
(Read slide)
Purpose of the Slide: Present the mapping of the strands of mathematical proficiency in the learning standards.
Say: The articulation of problem solving, critical thinking and the intertwining strands of mathematical proficiency is evident in the learning standards in the revised curriculum.
This can be exemplified in the key stage 1 standards, and also evident in other key stage standards.
(Read slide)
Purpose of the Slide: Present the mapping of the strands of mathematical proficiency in the learning standards.
Say: The articulation of problem solving, critical thinking and the intertwining strands of mathematical proficiency is evident in the learning standards in the revised curriculum.
This can be exemplified in the key stage 1 standards, and also evident in other key stage standards.
(Read slide)
Purpose of the Slide: Present the curriculum content of the MATATAG Mathematics Curriculum
Say: Here are the curriculum content covered in Number and Algebra in the different Key Stages.
Other Noted: Enumerate the various learning content covered in each key stage.
Purpose of the Slide: Present the curriculum content of the MATATAG Mathematics Curriculum
Say: Here are the curriculum content covered in Measurement and Geometry in the different Key Stages.
Other Noted: Enumerate the various learning content covered in each key stage.
Purpose of the Slide: Present the curriculum content of the MATATAG Mathematics Curriculum
Say: Here are the curriculum content covered in Number and Algebra in the different Key Stages.
Other Noted: Enumerate the various learning content covered in KS3.
Purpose of the Slide: Present the curriculum content of the MATATAG Mathematics Curriculum
Say: Here are the curriculum content covered in Data and Probability in the different Key Stages.
Other Noted: Enumerate the various learning content covered in each key stage.
Purpose of the Slide: Present the curriculum content of the MATATAG Mathematics Curriculum
Say: Clearly, the content domains are covered in each key stage. All of these 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.
Other notes: Emphasize that the technology to be used is not identified as it changes rapidly with time, but learners should be exposed to technologies appropriate to their age.
Purpose of the Slide: Provide time for the participants to process and reflect on their learning.
Say: Let us now try to reflect on what we have presented on the Shape of the MATATAG Mathematics Curriculum. Write down your reflections in Worksheet No. 1 on these guide questions:
What can you say about the framework of the MATATAG Mathematics Curriculum?
What do you think is the importance of this shaping paper in the teaching and learning process?
Do:
Distribute the reflection paper on the appreciation of the MATATAG Math Curriculum after the instruction was given.
Give the participants time (10 minutes) to accomplish the reflection paper after which each participant shares in each group how they appreciate the MATATAG Mathematics Shaping Paper in the preparation of teaching and learning experiences.
Select one for each group to share their insights/reflection.
Facilitate the sharing of reflection
Other Notes:
Purpose of the Slide: Synthesize the discussion on the shape of the MATATAG Mathematics Curriculum
Say: Here are what we have covered in the presentation.
Other Noted: Discuss the various points synthesized during the presentation. (Read slide)
Purpose of the Slide: Synthesize the discussion on the shape of the MATATAG Mathematics Curriculum
Say: Here are what we have covered in the presentation.
Other Noted: Discuss the various points synthesized during the presentation. (Read slide)
We all share the same vision of championing mathematics education and making a difference in the lives of our learners and in the society, in a bigger scale. This vision can be realized if this mathematics curriculum will be translated into a living document that will transcend from this generation on. Thank you!
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