Competencies have been dissected into Noun, Noun Complexity, Verb and Verb Complexity for easy sorting. These may not be lifted directly from the Curriculum Guides (CG). Some have been simplified. For example: the competency starting with “Perform addition” was simplified to start with “Add”.
Competencies are not in its actual order, however, competency Codes have been retained as is. For the scope and sequence, refer to the Curriculum Guides (CG).
Tips on how to use the Curriculum Competencies Database:
- Think of keywords relevant to your topic or content. Search the keywords one at a time.
- Search using keywords in English and Filipino.
- Use the Search to filter according to different fields. (e.g. subject, grade level, code).
Grade 5 Curriculum Competencies
A database which serves as a search facility for Grade 5 competencies.
| Code | Grade Level | Verb | Verb Complexity | Noun | Noun Complexity | Subject |
|---|---|---|---|---|---|---|
| AP5PKB-IVh-6 | 5 | Nababalangkas | ang pagkakaisa o pagkakawatak-watak ng mga Pilipino sa mga mahahalagang pangyayari at mga epekto nito sa naunang mga pag-aalsa laban sa kolonyalismong Espanyol | AP | ||
| AP5PLP-Ih-9 | 5 | Naihahambing | upang maipaliwanag ang mga nagbago at nagpapatuloy hanggang sa kasalukuyan | ang mga paniniwala noon at ngayon | AP | |
| AP5PLP-Ib-c-2 | 5 | Nailalarawan | bilang isang bansang tropikal ayon sa lokasyon nito sa mundo | ang klima ng Pilipinas | AP | |
| AP5PLP-Ia-1 | 5 | Nailalarawan | ang lokasyon ng Pilipinas sa mapa | AP | ||
| AP5KPK-IIId-e-4 | 5 | Naipaghahambing | ang istruktura ng pamahalaang kolonyal sa uri pamamahala ng mga sinaunang Pilipino | AP | ||
| AP5KPK-IIId-e-4 | 5 | Naipaghahambing | ang sistema ng kalakalan ng mga sinaunang Pilipino at sa panahon ng kolonyalismo | AP | ||
| AP5PLP-If-6 | 5 | Naipagmamalaki | ang lipunan ng sinaunang Pilipino | AP | ||
| AP5PKB-IVj-8 | 5 | Naipahahayag | ang saloobin sa kahalagahan ng pagganap ng sariling tungkulin sa pagsulong ng kamalayang pambansa tungo sa pagkabuo ng Pilipinas bilang isang nasyon | AP | ||
| AP5KPK-IIIg-i6 | 5 | Naipaliliwanag | ang di matagumpay na pananakop sa mga katutubong pangkat ng kolonyalismong Espanyol | AP | ||
| AP5KPK-IIIc-3 | 5 | Naipaliliwanag | ang inpluwensya ng kulturang Espanyol sa kulturang Pilipino | AP | ||
| AP5PLP-Ic-3 | 5 | Naipaliliwanag | ang katangian ng Pilipinas bilang bansang archipelago | AP | ||
| AP5PKE-IIa-2 | 5 | Naipaliliwanag | ang mga dahilan at layunin ng kolonyalismong Espanyol | AP | ||
| AP5PKE-IIg-h-8 | 5 | Naipaliliwanag | ang mga naging reaksyon ng mga Pilipino sa pamamahala ng mga prayle. | AP | ||
| AP5PLP-Ig-8 | 5 | Naipaliliwanag | ang mga sinaunang paniniwala at tradisyon at ang impluwensiya nito sa pang-araw-araw na buhay | AP | ||
| AP5PLP-Ib-c-2 | 5 | Naipaliliwanag | ang pagkakaiba ng panahon at klima sa iba’t ibang bahagi ng mundo | AP | ||
| AP5PKB-IVe-3 | 5 | Naipaliliwanag | ang pananaw at paniniwala ng mga Sultanato (Katutubong Muslim) sa pagpapanatili ng kanilang kalayaan | AP | ||
| AP5PLP-Id-4 | 5 | Naipaliliwanag | batay sa teoryang Bulkanismo at “Continental Shelf” | ang teorya sa pagkakabuo ng kapuluan at pinagmulan ng Pilipinas | AP | |
| AP5PLP-If-6 | 5 | Naipaliliwanag | ang ugnayan ng mga tao sa iba’t ibang antas na bumubuo ng sinaunang lipunan | AP | ||
| AP5PKE-IIe-f-6 | 5 | Naiuugnay | ang Kristiyanisasyon sa reduccion | AP | ||
| AP5PLP-Ib-c-2 | 5 | Naiuugnay | ayon sa lokasyon nito sa mundo | ang uri ng klima at panahon ng bansa | AP | |
| AP5PLP-Ij-12 | 5 | Nakabubuo | ng konklusyon tungkol sa kontribusyon ng sinaunang kabihasnan sa pagkabuo ng lipunang at pagkakakilanlang Piliipino | AP | ||
| AP5KPK-IIIg-i6 | 5 | Nakabubuo | ng konklusyon tungkol sa mga dahilan ng di matagumpay na armadong pananakop ng mga Espanyol sa ilang piling katutubong pangkat | AP | ||
| AP5PLP-Ie-5 | 5 | Nakabubuo | ng pansariling paninindigan sa pinakapani-paniwalang teorya ng pinagmulan ng lahing Pilipino batay sa mga ebidensiya | AP | ||
| AP5PKE-IIb-3 | 5 | Nakabubuo | ng timeline ng mga paglalakbay ng Espanyol sa Pilipinas hanggang sa pagkakatatag ng Maynila at mga unang engkwentro ng mga Espanyol at Pilipino | AP | ||
| AP5KPK-IIIf-5 | 5 | Nakapagbibigay | ng sariling pananaw tungkol sa naging epekto ng kolonyalismo sa lipunan ng sinaunang Pilipino | AP | ||
| AP5PKE-IIi-9 | 5 | Nakapagbibigay | ng sariling pananaw tungkol sa naging epekto sa lipunan ng pamamahala ng mga prayle | AP | ||
| AP5PKB-IVi-7 | 5 | Nakapagbibigay-katuwiran | sa mga naging epekto ng mga unang pag-aalsa ng mga makabayang Pilipino sa pagkamit ng kalayaang tinatamasa ng mga mamamayan sa kasalukuyang panahon | AP | ||
| AP5PLP-Ie-5 | 5 | Nakasusulat | ng maikling sanaysay (1-3 talata) ukol sa mga teoryang natutunan | AP | ||
| AP5KPK-IIIb-2 | 5 | Napaghahambing | ang antas ng katayuan ng mga Pilipino sa lipunan bago dumating ang mga Espanyol at sa Panahon ng Kolonyalismo | AP | ||
| AP5KPK-IIIb-2 | 5 | Napaghahambing | ang mga tradisyunal at di-tradisyunal na papel ng babae sa lipunan ng sinaunang Pilipino at sa panahon ng kolonyalismo | AP | ||
| AP5KPK-IIIi-7 | 5 | Nasusuri | ang epekto ng kolonyalismong Espanyol sa pagkabansa at pagkakakilanlan ng mga Pilipino | AP | ||
| AP5KPK-IIIc-3 | 5 | Nasusuri | ang ginawang pag-aangkop ng mga Pilipino sa kulturang ipinakilala ng Espanyol | AP | ||
| AP5PKE-IIb-4 | 5 | Nasusuri | ang iba-ibang perspektibo ukol sa pagkakatatag ng kolonyang Espanyol sa Pilipinas | AP | ||
| AP5PLP-Ig-7 | 5 | Nasusuri | ang kabuhayan ng sinaunang Pilipino | AP | ||
| AP5PKB-IVe-3 | 5 | Nasusuri | ang mga naunang pag-aalsa ng mga makabayang Pilipino | AP | ||
| AP5KPK-IIId-e-4 | 5 | Nasusuri | ang mga pagbabagong pampulitika at ekonomiya na ipinatupad ng kolonyal na pamahalaan | AP | ||
| AP5KPK-IIIg-i6 | 5 | Nasusuri | ang mga paraang armado ng pananakop ng mga Espanyol | AP | ||
| AP5PKE-IIe-f-6 | 5 | Nasusuri | ang mga patakaran, papel at kahalagahan ng sapilitang paggawa sa pagkakatatag ng kolonya sa Pilipinas | AP | ||
| AP5PKE-IIg-7 | 5 | Nasusuri | ang naging reaksyon ng mga Pilipino sa Kristiyanismo | AP | ||
| AP5KPK-IIIc-3 | 5 | Nasusuri | ang pagbabago sa kultura ng mga Pilipino sa Panahon ng Espanyol | AP | ||
| AP5KPK-IIIa-1 | 5 | Nasusuri | ang pagbabago sa panahanan ng mga Pilipino sa panahon ng Español (pagkakaroon ng organisadong poblasyon, uri ng tahanan, nagkaroon ng mga sentrong pangpamayanan, at iba pa.) | AP | ||
| AP5PLP-Ii-11 | 5 | Nasusuri | ang pagkakapareho at pagkakaiba ng kagawiang panlipunan ng sinaunang Pilipino sa kasalukuyan | AP | ||
| AP5PKE-IIg-h-8 | 5 | Nasusuri | ang pamamalakad ng mga prayle sa pagpapaunlad ng sinaunang Pilipino | AP | ||
| AP5PKE-IIe-f-6 | 5 | Nasusuri | ang relasyon ng mga paraan ng pananakop ng Espanyol sa mga katutubong populasyon sa bawat isa. | AP | ||
| AP5KPK-IIIg-i6 | 5 | Natatalakay | ang mga isinagawang rebelyon ng mga katutubong pangkat | AP | ||
| AP5KPK-IIIc-3 | 5 | Natatalakay | ang bahaging ginagampanan ng Kristianismo sa kultura at tradisyon ng mga Pilipino | AP | ||
| AP5KPK-IIId-e-4 | 5 | Natatalakay | ang epekto ng mga pagbabago sa pamamahala ng mga Espanyol sa mga sinaunang Pilipino | AP | ||
| AP5PLP-Ie-5 | 5 | Natatalakay | ang iba pang mga teorya tungkol sa pinagmulan ng mga unang tao sa Pilipinas | AP | ||
| AP5KPK-IIIg-i6 | 5 | Natatalakay | ang iba’t ibang reaksyon ng mga katutubong pangkat sa armadong pananakop | AP | ||
| AP5PLP-Ig-7 | 5 | Natatalakay | ang kabuhayan sa sinaunang panahon kaugnay sa kapaligiran | AP | ||
| AP5PLP-Ig-7 | 5 | Natatalakay | ang kabuhayan sa sinaunang panahon kaugnay sa mga kagamitan sa iba’t ibang kabuhayan | AP | ||
| AP5PLP-Ig-7 | 5 | Natatalakay | ang kabuhayan sa sinaunang panahon kaugnay sa mga produktong pangkalakalan | AP | ||
| AP5PKE-IIa-1 | 5 | Natatalakay | ang kahulugan ng kolonyalismo at ang konteksto nito kaugnay sa pananakop ng Espanya sa Pilipinas | AP | ||
| AP5PKB-IVg-5 | 5 | Natatalakay | ang kalakalang galyon at ang epektonito sa bansa | AP | ||
| AP5PKE-IIg-h-8 | 5 | Natatalakay | ang kapangyarihang Patronato Real | AP | ||
| AP5PKE-IIe-f-6 | 5 | Natatalakay | ang konsepto ng encomienda at mga kwantitatibong datos ukol sa tributo, kung saan ito kinolekta, at ang halaga ng mga tributo | AP | ||
| AP5PLP-Ig-7 | 5 | Natatalakay | ang kontribusyon ng kabuhayan sa pagbuo ng sinaunang kabihasnan | AP | ||
| AP5PKB-IVa-b-1 | 5 | Natatalakay | ang mga lokal na mga pangyayari tungo sa pag-usbong ng pakikibaka ng bayan: Kilusang Agraryo ng 1745 | AP | ||
| AP5PKB-IVa-b-1 | 5 | Natatalakay | ang mga lokal na mga pangyayari tungo sa pag-usbong ng pakikibaka ng bayan: Mga pag-aalsa sa loob ng estadong kolonyal | AP | ||
| AP5PKB-IVa-b-1 | 5 | Natatalakay | ang mga lokal na mga pangyayari tungo sa pag-usbong ng pakikibaka ng bayan: Okupasyon ng Ingles sa Maynila | AP | ||
| AP5PKB-IVa-b-1 | 5 | Natatalakay | ang mga lokal na mga pangyayari tungo sa pag-usbong ng pakikibaka ng bayan: Pag-aalsa ng Kapatiran ng San Jose | AP | ||
| AP5PKB-IVa-b-1 | 5 | Natatalakay | ang mga lokal na mga pangyayari tungo sa pag-usbong ng pakikibaka ng bayan: Reporma sa ekonomiya at pagtatatag ng monopolyang tabako | AP | ||
| AP5PKB-IVd-2 | 5 | Natatalakay | ang mga pandaigdigang pangyayari bilang konteksto ng malayang kaisipan tungo sa pag-usbong ng pakikibaka ng bayan: Paglipas ng merkantilismo bilang ekonomikong batayan ng kolonyalismo | AP | ||
| AP5PKB-IVd-2 | 5 | Natatalakay | ang mga pandaigdigang pangyayari bilang konteksto ng malayang kaisipan tungo sa pag-usbong ng pakikibaka ng bayan: Paglitaw ng kaisipang “LaIlustracion” | AP | ||
| AP5PKE-IIc-d-5 | 5 | Natatalakay | ang mga paraan ng pagsasailalim ng katutubong populasyon sa kapangyharihan ng Espanya: proseso ng Kristiyanisasyon | AP | ||
| AP5PKE-IIc-d-5 | 5 | Natatalakay | ang mga paraan ng pagsasailalim ng katutubong populasyon sa kapangyharihan ng Espanya: Reduccion | AP | ||
| AP5PKE-IIc-d-5 | 5 | Natatalakay | ang mga paraan ng pagsasailalim ng katutubong populasyon sa kapangyharihan ng Espanya: Sapilitang paggawa | AP | ||
| AP5PKE-IIc-d-5 | 5 | Natatalakay | ang mga paraan ng pagsasailalim ng katutubong populasyon sa kapangyharihan ng Espanya: Tributo at encomienda | AP | ||
| AP5PLP-If-6 | 5 | Natatalakay | ang mga uri ng lipunan sa iba’t ibang bahagi ng Pilipinas | AP | ||
| AP5PLP-Ii-10 | 5 | Natatalakay | ang paglaganap ng relihiyong Islam sa ibang bahagi ng bansa. | AP | ||
| AP5KPK-IIIb-2 | 5 | Natatalakay | ang pangangailangan sa pagpapabuti ng katayuan ng mga babae | AP | ||
| AP5PLP-If-6 | 5 | Natatalakay | ang papel ng batas sa kaayusang panlipunan | AP | ||
| AP5PKB-IVe-3 | 5 | Natatalakay | ang sanhi at bunga ng mga rebelyon at iba pang reaksiyon ng mga Pilipino sa kolonyalismo (halimbawa: pagtutol ng mga katutubong Pilipino laban sa Kristyanismo, pagmamalabis ng mga Espanyol) | AP | ||
| AP5PLP-Ie-5 | 5 | Natatalakay | ang teorya ng pandarayuhan ng tao mula sa rehiyong Austronesyano | AP | ||
| AP5PKB-IVf-4 | 5 | Natataya | ang partisipasyon ng iba’t-ibang rehiyon at sektor (katutubo at kababaihan) sa pakikibaka ng bayan | AP | ||
| AP5KPK-IIIg-i6 | 5 | Natataya | ang sanhi at bunga ng mga rebelyon at iba pang reaksiyon ng mga katutubong Pilipino sa kolonyalismo | AP | ||
| AP5PLP-Ia-1 | 5 | Natutukoy | gamit ang mapa; batay sa ”absolute location” nito (longitude at latitude) | ang lokasyon ng Pilipinas sa mundo | AP | |
| AP5PLP-Ib-c-2 | 5 | Natutukoy | ang mga salik na may kinalaman sa klima ng bansa tulad ng temperatura, dami ng ulan, humidity | AP | ||
| AP5PKE-IIg-h-8 | 5 | Natutukoy | ang mga tungkulin o papel ng mga prayle sa ilalim ng Patronato Real | AP | ||
| AP5PLP-Ia-1 | 5 | Natutukoy | batay sa karatig bansa na nakapaligid dito; gamit ang pangunahin at pangalawang direksyon | ang relatibong lokasyon (relative location) ng Pilipinas | AP | |
| A5PL-IVd | 5 | Applies | in creating mobiles, papier-mâché jars, and paper beads | knowledge of colors, shapes, and balance | Arts-Music | |
| A5PL-IId | 5 | Appreciates | the artistry of famous Filipino artists in painting different landscapes | Arts-Music | ||
| A5PL-Ie | 5 | Appreciates | the importance of artifacts, houses, clothes, languages, lifestyles--utensils, food, pottery, furniture--influenced by colonizers who have come to our country (Manunggul jar, balanghai, bahaynabato, kundiman, Gabaldon schools, vaudeville, Spanish-inspir | Arts-Music | ||
| MU5FO-IIIc-d-3 | 5 | Creates | a 4-line strophic song with 2 sections and 2 verses | Arts-Music | ||
| MU5FO-IIIb-2 | 5 | Creates | a 4-line unitary song | Arts-Music | ||
| A5PR-IIIg | 5 | Creates | a book or calendar | which they can give as gifts, sell, or display on the walls of their school | Arts-Music | |
| MU5TB-IIIg-h-5 | 5 | Creates | using available sound sources | a variety of sounds emanating from the environment | Arts-Music | |
| A5PR-IVf | 5 | Creates | designs for making 3-dimensional crafts: mobile | Arts-Music | ||
| A5PR-IVf | 5 | Creates | designs for making 3-dimensional crafts: paper beads | Arts-Music | ||
| A5PR-IVf | 5 | Creates | designs for making 3-dimensional crafts: papier-mâché jar | Arts-Music | ||
| MU5RH-If-g-4 | 5 | Creates | using notes and rests in time signatures as 2/4, 3/4, 4/5 | different rhythmic patterns | Arts-Music | |
| A5PR-If | 5 | Creates | illusion of space in 3-dimensional drawings of important archeological artifacts seen in books , museums (National Museum and its branches in the Philippines), and in old buildings or churches in the community) | Arts-Music | ||
| A5PR-Ig | 5 | Creates | mural and drawings of the old houses, churches or buildings of his/her community | Arts-Music | ||
| A5PR-IVh | 5 | Creates | out of old magazines and colored papers for a necklace, bracelet, or ID lanyard | paper beads with artistic designs and varied colors | Arts-Music | |
| MU5ME-IIg-10 | 5 | Creates | simple melodies | Arts-Music | ||
| A5PR-IIIe | 5 | Creates | by using different colors of ink in printing the master plate | variations of the same print | Arts-Music | |
| A5EL-IIb | 5 | Describes | the architectural features of the places seen in pictures | Arts-Music | ||
| A5EL-IIb | 5 | Describes | the architectural features of the places visited | Arts-Music | ||
| MU5TB-IIIe-1 | 5 | Describes | the characteristics of each type of voice | Arts-Music | ||
| A5EL-IIb | 5 | Describes | the natural features of the places seen in pictures | Arts-Music | ||
| A5EL-IIb | 5 | Describes | the natural features of the places visited | Arts-Music | ||
| A5PL-IId | 5 | Describes | what makes each artist’s masterpiece unique from others | Arts-Music | ||
| MU5ME-IIe-8 | 5 | Determines | the range of a musical example: narrow | Arts-Music | ||
| MU5ME-IIe-8 | 5 | Determines | the range of a musical example: wide | Arts-Music | ||
| A5EL-IIIa | 5 | Discusses | the richness of Philippine myths and legends (Mariang Makiling, Bernardo Carpio, dwende, capre, sirena, Darna, diwata, Dalagang Magayon, etc.) | from the local community and other parts of the country | Arts-Music | |
| A5PL-IVe | 5 | Displays | artistry in making mobiles | with varied colors and shapes | Arts-Music | |
| A5EL-IIIb | 5 | Explores | a new printmaking technique using a sheet of thin rubber (used for soles of shoes) , linoleum, or any soft wood that can be carved or gouged to create different lines and textures | Arts-Music | ||
| A5EL-IVc | 5 | Explores | possibilities of the use of created 3-D crafts. | Arts-Music | ||
| A5PR-IIIf | 5 | Follows | follows the step-by-step process of creating a print : 1. sketching the areas to be carved out and areas that will remain, 2. carving the image on rubber or wood using sharp cutting tools, 3. preliminary rubbing, 4. final inking of the plate with printi | Arts-Music | ||
| A5EL-Ib | 5 | Gives | to simulate a 3-dimensional effect; by using crosshatching and shading techniques in drawings (old pottery, boats, jars, musical instruments) | the illusion of depth/distance | Arts-Music | |
| MU5ME-IId-7 | 5 | Identifies | beginning melodic contour of a musical example | Arts-Music | ||
| MU5TB-IIIf-3 | 5 | Identifies | aurally and visually | different instruments in a rondalla band, a drum and lyre band, a bamboo group/ensemble (Pangkat Kawayan), other local indigenous ensembles | Arts-Music | |
| A5EL-Ia | 5 | Identifies | events, practices and culture influenced by colonizers who have come to our country by way of trading | Arts-Music | ||
| A5EL-IIIc | 5 | Identifies | possible uses of the printed artwork | Arts-Music | ||
| MU5ME-IId-6 | 5 | Identifies | successive sounding of two pitches | Arts-Music | ||
| MU5DY-IVa-b-1 | 5 | Identifies | the different dynamic levels used in a song heard | Arts-Music | ||
| A5EL-IVb | 5 | Identifies | the different techniques in making dimensional crafts: mobile, papier-mâché jar, paper beads | Arts-Music | ||
| MU5RH-Ic-e-3 | 5 | Identifies | accurately | the duration of notes and rests in 2/4 time signature | Arts-Music | |
| MU5RH-Ic-e-3 | 5 | Identifies | accurately | the duration of notes and rests in 3/4 time signature | Arts-Music | |
| MU5RH-Ic-e-3 | 5 | Identifies | accurately | the duration of notes and rests in 4/4 time signature | Arts-Music | |
| MU5TB-IIIe-2 | 5 | Identifies | the following vocal timbres: alto | Arts-Music | ||
| MU5TB-IIIe-2 | 5 | Identifies | the following vocal timbres: bass | Arts-Music | ||
| MU5TB-IIIe-2 | 5 | Identifies | the following vocal timbres: soprano | Arts-Music | ||
| MU5TB-IIIe-2 | 5 | Identifies | the following vocal timbres: tenor | Arts-Music | ||
| A5EL-IIa | 5 | Identifies | the importance of natural and historical places in the community that have been designated as World Heritage Sites (e.g., rice terraces in Banawe, Batad; Paoay Church; Miagao Church; landscape of Batanes, Callao Caves in Cagayan; old houses in Vigan, Iloc | Arts-Music | ||
| MU5HA-IVf-g-1 | 5 | Identifies | the intervals of the following major triads: dominant (V) | Arts-Music | ||
| MU5HA-IVf-g-1 | 5 | Identifies | the intervals of the following major triads: subdominant (IV) | Arts-Music | ||
| MU5HA-IVf-g-1 | 5 | Identifies | the intervals of the following major triads: tonic (I) | Arts-Music | ||
| MU5RH-Ia-b-1 | 5 | Identifies | visually and aurally; in a song | the kinds of notes and rests | Arts-Music | |
| A5EL-IVa | 5 | Identifies | the materials used in making 3-dimensional crafts which express balance and repeated variation of shapes and colors: mobile, papier-mâché jar, paper beads | Arts-Music | ||
| MU5ME-IIc-5 | 5 | Identifies | the notes of the intervals in the C major scale: 2nd | Arts-Music | ||
| MU5ME-IIc-5 | 5 | Identifies | the notes of the intervals in the C major scale: 3rd | Arts-Music | ||
| MU5ME-IIc-5 | 5 | Identifies | the notes of the intervals in the C major scale: 4th | Arts-Music | ||
| MU5ME-IIc-5 | 5 | Identifies | the notes of the intervals in the C major scale: 5th | Arts-Music | ||
| MU5ME-IIc-5 | 5 | Identifies | the notes of the intervals in the C major scale: octave | Arts-Music | ||
| MU5ME-IIc-5 | 5 | Identifies | the notes of the intervals in the C major scale: prime | Arts-Music | ||
| MU5ME-IIa-2 | 5 | Identifies | the pitch names of each line and space on the F-Clef staff (G-A-B-C-D-E-F-G-A:sol-la-ti-do-re-mi-fa-sol-la) | Arts-Music | ||
| MU5ME-IIb-3 | 5 | Identifies | the symbols: flat (♭) | Arts-Music | ||
| MU5ME-IIb-3 | 5 | Identifies | the symbols: natural (♮) | Arts-Music | ||
| MU5ME-IIb-3 | 5 | Identifies | the symbols: sharp (# ) | Arts-Music | ||
| MU5TX-IVe-1 | 5 | Identifies | aurally | the texture of a musical piece | Arts-Music | |
| MU5TP-IVc-1 | 5 | Identifies | the various tempos used in a song heard | Arts-Music | ||
| A5EL-IIb | 5 | Identifies and describes | the architectural or natural features of the places visited or seen in pictures | Arts-Music | ||
| A5PR-IIg | 5 | Identifies and discusses | details of the landscape significant to the history of the country | Arts-Music | ||
| MU5TB-IIIg-4 | 5 | Participates | actively | in the musical ensemble: choral | Arts-Music | |
| MU5TB-IIIg-4 | 5 | Participates | actively | in the musical ensemble: instrumental | Arts-Music | |
| MU5TX-IVe-2 | 5 | Performs | 3-part rounds and partner songs | Arts-Music | ||
| MU5ME-IIh-11 | 5 | Performs | his/her own created melody | Arts-Music | ||
| A5PR-Ih | 5 | Puts up | after the whole class completes drawings | a mini-exhibit with labels of Philippine artifacts and houses | Arts-Music | |
| MU5ME-IIf-9 | 5 | Reads / sings | notes in different scales: C major scale | Arts-Music | ||
| MU5ME-IIf-9 | 5 | Reads / sings | notes in different scales: G major scale | Arts-Music | ||
| MU5ME-IIf-9 | 5 | Reads / sings | notes in different scales: Pentatonic scale | Arts-Music | ||
| A5EL-IIc | 5 | Realizes | that artists have different art styles (e.g., Fabian dela Rosa, Fernando Amorsolo, Carlos Francisco, Vicente Manansala, Jose Blanco, Victorio Edades, Juan Arellano, Prudencio Lamarroza, and Manuel Baldemor) | in painting landscapes or significant places in their respective provinces | Arts-Music | |
| A5PL-Id | 5 | Realizes | that our archipelago is strategically located which made us part of a vibrant trading tradition (Chinese merchants, Galleon Trade, silk traders) | Arts-Music | ||
| MU5ME-IIc-4 | 5 | Recognizes | aurally and visually | examples of melodic interval | Arts-Music | |
| MU5RH-Ia-b-2 | 5 | Recognizes | using quarter note, half note, dotted half note, dotted quarter note, and eighth note time values; in simple time signatures | rhythmic patterns | Arts-Music | |
| MU5FO-IIIa-1 | 5 | Recognizes | the design or structure of simple musical forms: strophic (same tune with 2 or more sections and 2 or more verses) | Arts-Music | ||
| MU5FO-IIIa-1 | 5 | Recognizes | the design or structure of simple musical forms: unitary (one section) | Arts-Music | ||
| MU5ME-IIa-1 | 5 | Recognizes | the meaning and uses of F-Clef on the staff | Arts-Music | ||
| MU5RH-Ih-5 | 5 | Responds | with appropriate conducting gestures | to metric pulses of music heard | Arts-Music | |
| A5PL-IIId | 5 | Shows | skills in creating a linoleum, rubber or wood cut print | with the proper use of carving tools | Arts-Music | |
| A5PR-IVg | 5 | Shows | skills in making a papier-mâché jar | Arts-Music | ||
| A5EL-Ic | 5 | Shows, describes, and names | significant parts of the different architectural designs and artifacts found in the locality, e.g., bahay kubo, torogan, bahaynabato, simbahan, carcel, etc. | Arts-Music | ||
| A5PL-IIe | 5 | Sketches | a landscape | Arts-Music | ||
| A5PR-Ij | 5 | Tells | something about his/her community | as reflected on his/her artwork | Arts-Music | |
| MU5DY-IVa-b-2 | 5 | Uses | to indicate variations in dynamics | appropriate musical terminology, specifically: crescendo (<) | Arts-Music | |
| MU5DY-IVa-b-2 | 5 | Uses | to indicate variations in dynamics | appropriate musical terminology, specifically: decrescendo (>) | Arts-Music | |
| MU5DY-IVa-b-2 | 5 | Uses | to indicate variations in dynamics | appropriate musical terminology, specifically: forte (f) | Arts-Music | |
| MU5DY-IVa-b-2 | 5 | Uses | to indicate variations in dynamics | appropriate musical terminology, specifically: mezzo forte (mf) | Arts-Music | |
| MU5DY-IVa-b-2 | 5 | Uses | to indicate variations in dynamics | appropriate musical terminology, specifically: mezzo piano (mp) | Arts-Music | |
| MU5DY-IVa-b-2 | 5 | Uses | to indicate variations in dynamics | appropriate musical terminology, specifically: piano (p) | Arts-Music | |
| MU5TP-IVc-d-2 | 5 | Uses | to indicate variations in tempo | appropriate musical terminology: presto | Arts-Music | |
| MU5TP-IVc-d-2 | 5 | Uses | to indicate variations in tempo | appropriate musical terminology: accelerando | Arts-Music | |
| MU5TP-IVc-d-2 | 5 | Uses | to indicate variations in tempo | appropriate musical terminology: allegro | Arts-Music | |
| MU5TP-IVc-d-2 | 5 | Uses | to indicate variations in tempo | appropriate musical terminology: andante | Arts-Music | |
| MU5TP-IVc-d-2 | 5 | Uses | to indicate variations in tempo | appropriate musical terminology: largo | Arts-Music | |
| MU5TP-IVc-d-2 | 5 | Uses | to indicate variations in tempo | appropriate musical terminology: moderato | Arts-Music | |
| MU5TP-IVc-d-2 | 5 | Uses | to indicate variations in tempo | appropriate musical terminology: ritardando | Arts-Music | |
| MU5TP-IVc-d-2 | 5 | Uses | to indicate variations in tempo | appropriate musical terminology: vivace | Arts-Music | |
| A5PL-IIe | 5 | Uses | in painting a landscape | complementary color | Arts-Music | |
| MU5HA-IVh-2 | 5 | Uses | as accompaniment to simple songs | the major triad | Arts-Music | |
| A5PR-IIIh | 5 | Utilizes | in a carved or textured area in an artwork | contrast in a carved area in an artwork | Arts-Music | |
| A5PR-IIf | 5 | Utilizes | to emphasize depth in painting a landscape | skills and knowledge about foreground, middle ground, and background | Arts-Music | |
| A5PR-IIIg | 5 | Works | to produce a compilation of their prints | with the class | Arts-Music | |
| EN5RC-Ie-6 | 5 | Analyzes | a 2-stanza poem in terms of its elements (figurative language) | English | ||
| EN5RC-Ie-6 | 5 | Analyzes | a 2-stanza poem in terms of its elements (imagery) | English | ||
| EN5RC-Ie-6 | 5 | Analyzes | a 2-stanza poem in terms of its elements (rhymes) | English | ||
| EN5RC-Ie-6 | 5 | Analyzes | a 2-stanza poem in terms of its elements (sound devices) | English | ||
| EN5RC-If-2.3 | 5 | Analyzes | in a given text | figures of speech (simile, metaphor, personification, hyperbole) | English | |
| EN5RC-Ig-2.3 | 5 | Analyzes | in a given text | figures of speech (simile, metaphor, personification, hyperbole) | English | |
| EN5RC-Ih-2.3 | 5 | Analyzes | in a given text | figures of speech (simile, metaphor, personification, hyperbole) | English | |
| EN5VC-IVe-1.7.1 | 5 | Analyzes | how multimedia elements contribute to the meaning of a text | English | ||
| EN5VC-IVd-1.7.1 | 5 | Analyzes | how multimedia elements contribute to the meaning of a text | English | ||
| EN5VC-IVd-1.7.1 | 5 | Analyzes | how visual elements contribute to the meaning of a text | English | ||
| EN5VC-IVe-1.7.1 | 5 | Analyzes | how visual elements contribute to the meaning of a text | English | ||
| EN5LC-Ie- 2.11.2 | 5 | Analyzes | sound devices (alliteration) | English | ||
| EN5LC-Ie- 2.11.3 | 5 | Analyzes | sound devices (assonance) | English | ||
| EN5LC-Ie- 2.11.1 | 5 | Analyzes | sound devices (onomatopoeia) | English | ||
| EN5OL-IIc-1.3.1 | 5 | Asks | to check understanding of information presented | questions | English | |
| EN5SS-IVd-1.9 | 5 | Assesses | credibility of sources of information | English | ||
| EN5SS-IVc-1.9 | 5 | Assesses | credibility of the sources of information | English | ||
| EN5VD-Ii-8.1 | 5 | Clarifies | using dictionaries | meaning of words | English | |
| EN5VD-Ii-8.2 | 5 | Clarifies | using thesaurus | meaning of words | English | |
| EN5VD-Ii-8.3 | 5 | Clarifies | using online resources | meaning of words | English | |
| EN5V-Ij-8.1 | 5 | Clarifies | using dictionaries | meaning of words | English | |
| EN5G-IIc-3.9 | 5 | Composes | using appropriate grammatical structures: verb agreement | clear and coeherent sentences | English | |
| EN5G-IIIa-7.3.1 | 5 | Composes | using appropriate grammatical structures: prepositions | clear and coeherent sentences | English | |
| EN5G-Ia-3.3 | 5 | Composes | using appropriate grammatical structures: aspects of verbs | clear and coherent sentences | English | |
| EN5G-Ib-3.3 | 5 | Composes | using appropriate grammatical structures: aspects of verbs | clear and coherent sentences | English | |
| EN5G-Ic-3.6 | 5 | Composes | using appropriate grammatical structures: modals | clear and coherent sentences | English | |
| EN5G-Id-3.6 | 5 | Composes | using appropriate grammatical structures: modals | clear and coherent sentences | English | |
| EN5G-Ie-8.3/8.4 | 5 | Composes | using appropriate grammatical structures: conjunctions | clear and coherent sentences | English | |
| EN5G-If-8.3/8.4 | 5 | Composes | using appropriate grammatical structures: conjunctions | clear and coherent sentences | English | |
| EN5G-Ig-8.3/8.4 | 5 | Composes | using appropriate grammatical structures: conjunctions | clear and coherent sentences | English | |
| EN5G-Ih-8.3/8.4 | 5 | Composes | using appropriate grammatical structures: conjunctions | clear and coherent sentences | English | |
| EN5G-Ii-8.3/8.4 | 5 | Composes | using appropriate grammatical structures: conjunctions | clear and coherent sentences | English | |
| EN5G-IIa-3.9 | 5 | Composes | using appropriate grammatical structures: subject-verb agreement (inverted sentences) | clear and coherent sentences | English | |
| EN5G-IIb-3.9 | 5 | Composes | using appropriate grammatical structures: subject-verb agreement (inverted sentences) | clear and coherent sentences | English | |
| EN5G-IIc-2.2.2 | 5 | Composes | using appropriate grammatical structures: irregular nouns | clear and coherent sentences | English | |
| EN5G-IId-2.2.6 | 5 | Composes | using appropriate grammatical structures: collective nouns | clear and coherent sentences | English | |
| EN5G-IId-3.9 | 5 | Composes | using appropriate grammatical structures: verb agreement | clear and coherent sentences | English | |
| EN5G-IIe-5.3 | 5 | Composes | using appropriate grammatical structures: kinds of adjectives | clear and coherent sentences | English | |
| EN5G-IIf-5.5 | 5 | Composes | using appropriate grammatical structures: order of adjectives | clear and coherent sentences | English | |
| EN5G-IIg-5.2 | 5 | Composes | using appropriate grammatical structures: degrees of adjectives | clear and coherent sentences | English | |
| EN5G-IIh-8.3 | 5 | Composes | using appropriate grammatical structures: subordinate and coordinate conjunctions | clear and coherent sentences | English | |
| EN5G-IIIa-7.3.2 | 5 | Composes | using appropriate grammatical structures: prepositional phrases | clear and coherent sentences | English | |
| EN5WC-IIIf-2.2.8 | 5 | Composes | descriptive essay on self-selected topic | a three-paragraph | English | |
| EN5WC-IIIh-2.2.8 | 5 | Composes | descriptive essay on self-selected topic | a three-paragraph | English | |
| EN5WC-IVd-2.2.8 | 5 | Composes | descriptive essay on self-selected topic | a three-paragraph | English | |
| EN5SS-IVg-2.3 | 5 | Conducts | short research projects | on a self-selected topic | English | |
| EN5SS-IVh-2.3 | 5 | Conducts | short research projects | on a self-selected topic | English | |
| EN5SS-IVi-2.3 | 5 | Conducts | short research projects | on a self-selected topic | English | |
| EN5SS-IVj-2.3 | 5 | Conducts | short research projects | on a self-selected topic | English | |
| EN5VC-Ia-5.1 | 5 | Describes | different forms and conventions of film and moving pictures (lights, blocking, direction, characterization, acting, dialog, setting or set-up) | English | ||
| EN5VC-Ib-5.1 | 5 | Describes | different forms and conventions of film and moving pictures (lights, blocking, direction, characterization, acting, dialog, setting or set-up) | English | ||
| EN5VC-Ic-5.1 | 5 | Describes | different forms and conventions of film and moving pictures (lights, blocking, direction, characterization, acting, dialog, setting or set-up) | English | ||
| EN5VC-IVf-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC-IVg-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC-IIa-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC-IIb-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC-IIc-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC-IId-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC-IIe-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC-IIf-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC-IIg-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC-IIh-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC-IIi-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC-IIIg-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC-IIIh-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC-IIj-7 | 5 | Determines | images and ideas that are explicitly used to influence viewers | English | ||
| EN5VC- IVf -7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC- IVg -7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC-IIa-7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC-IIb-7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC-IIc-7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC-IId-7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC-IIe-7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC-IIf-7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC-IIg-7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC-IIh-7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC-IIi-7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC-IIIg-7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC-IIIh-7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC-IIj-7.2 | 5 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN5VC- IVf -7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC- IVg -7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC-IIa-7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC-IIb-7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC-IIc-7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC-IId-7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC-IIe-7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC-IIf-7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC-IIg-7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC-IIh-7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC-IIi-7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC-IIIg-7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC-IIIh-7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC-IIj-7.3 | 5 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN5VC- IVf- 7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5VC- IVg- 7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5VC-IIa-7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5VC-IIb-7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5VC-IIc-7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5VC-IId-7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5VC-IIe-7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5VC-IIf-7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5VC-IIg-7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5VC-IIh-7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5VC-IIi-7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5VC-IIIg-7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5VC-IIIh-7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5VC-IIj-7.1 | 5 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN5WC-IIj-3.7 | 5 | Distinguishes | among forms (kinds and descriptions) | English | ||
| EN5VC-Id-6 | 5 | Distinguishes | among various types of viewing materials | English | ||
| EN5VC-Ie-6 | 5 | Distinguishes | among various types of viewing materials | English | ||
| EN5LC-IId- 2.10 | 5 | Distinguishes | fact from opinion | English | ||
| EN5LC-IIe- 2.10 | 5 | Distinguishes | fact from opinion | English | ||
| EN5LC-IIIa- 2.10 | 5 | Distinguishes | fact from opinion | English | ||
| EN5LC-Ig-2.3 | 5 | Distinguishes | reality from fantasy | English | ||
| EN5LC-Ih-2.3 | 5 | Distinguishes | reality from fantasy | English | ||
| EN5RC-IIc-3.2.1 | 5 | Distinguishes | text-types | according to purpose - To classify or describe | English | |
| EN5RC-IId-3. 2.1 | 5 | Distinguishes | text-types | according to purpose - To classify or describe | English | |
| EN5RC-IIe-3.2.2 | 5 | Distinguishes | text-types | according to purpose - To recall a series of events/information | English | |
| EN5RC-IIf-3.2.3 | 5 | Distinguishes | text-types | according to purpose - To explain | English | |
| EN5RC-IIIa-3.2.4 | 5 | Distinguishes | text-types | according to purpose - To persuade | English | |
| EN5RC-IIIb-3.2.5 | 5 | Distinguishes | text-types | according to features (structural and language) - problem and solution | English | |
| EN5RC-IIIc-3.2.5 | 5 | Distinguishes | text-types | according to features (structural and language) - problem and solution | English | |
| EN5RC-IIId-3.2.4 | 5 | Distinguishes | text-types | according to features (structural and language) - problem and solution | English | |
| EN5RC-IIIe-3.2.6 | 5 | Distinguishes | text-types | according to features (structural and language) - cause and effect | English | |
| EN5RC-IIIf-3.2.6 | 5 | Distinguishes | text-types | according to features (structural and language) - cause and effect | English | |
| EN5RC-IIIg-3.2. 7 | 5 | Distinguishes | text-types | according to features (structural and language) - comparison and contrast | English | |
| EN5RC-IIIh-3.2. 7 | 5 | Distinguishes | text-types | according to features (structural and language) - comparison and contrast | English | |
| EN5RC-IVa-3.2. 8 | 5 | Distinguishes | text-types | according to features (structural and language) - enumeration | English | |
| EN5RC-IVb-3.2. 8 | 5 | Distinguishes | text-types | according to features (structural and language) - enumeration | English | |
| EN5RC-IVc-3.2. 9 | 5 | Distinguishes | text-types | according to features (structural and language) - time-order (sequence, recounts, process) | English | |
| EN5RC-IVd-3.2. 9 | 5 | Distinguishes | text-types | according to features (structural and language) - time-order (sequence, recounts, process) | English | |
| EN5WC-IIj-3.7 | 5 | Fills out | accurately | forms (school forms, deposit and withdrawal slips, biodata, application forms, etc.) | English | |
| EN5SS-IIc-1.4 | 5 | Gathers | from various sources - glossaries | relevant information | English | |
| EN5SS-IId-1.4 | 5 | Gathers | from various sources -dictionaries | relevant information | English | |
| EN5SS-IIe-1.4 | 5 | Gathers | from various sources - thesaurus | relevant information | English | |
| EN5SS-IIf-1.7 | 5 | Gathers | from various sources - online references | relevant information | English | |
| EN5SS-IIg-1.7 | 5 | Gathers | from various sources - online references | relevant information | English | |
| EN5OL-IIb-1.26 | 5 | Gives | precise information on a given topic | English | ||
| EN5V-IIb-20.2.1 | 5 | Identifies | different meanings | of content specific words (denotation and connotation) (Science) | English | |
| EN5V-IIc-20.1.1 | 5 | Identifies | different meanings | of content specific words (denotation) (Science) | English | |
| EN5V-IIc-20.2.1 | 5 | Identifies | different meanings | of content specific words (connotation) (Science) | English | |
| EN5V-IId-20.1.1 | 5 | Identifies | different meanings | of content specific words (denotation) (Science) | English | |
| EN5V-IId-20.2.1 | 5 | Identifies | different meanings | of content specific words (connotation) (Science) | English | |
| EN5V-IIe-20.1.2 | 5 | Identifies | different meanings | of content specific words (denotation) (Mathematics) | English | |
| EN5V-IIe-20.2.2 | 5 | Identifies | different meanings | of content specific words (connotation) (Mathematics) | English | |
| EN5V-IIf-20.1.2 | 5 | Identifies | different meanings | of content specific words (denotation) (Mathematics) | English | |
| EN5V-IIf-20.2.2 | 5 | Identifies | different meanings | of content specific words (connotation) (Mathematics) | English | |
| EN5V-IIg-20.1.3 | 5 | Identifies | different meanings | of content specific words (denotation) (Health) | English | |
| EN5V-IIg-20.2.3 | 5 | Identifies | different meanings | of content specific words (connotation) (Health) | English | |
| EN5V-IIh-20.1.3 | 5 | Identifies | different meanings | of content specific words (denotation) (Health) | English | |
| EN5V-IIh-20.2.3 | 5 | Identifies | different meanings | of content specific words (connotation) (Health) | English | |
| EN5V-IVa-20.1 | 5 | Identifies | different meanings | of content specific words (denotation) (Science) | English | |
| EN5V-IVa-20.2 | 5 | Identifies | different meanings | of content specific words (connotation) (Science) | English | |
| EN5V-IVb-20.1 | 5 | Identifies | different meanings | of content specific words (denotation) (Science) | English | |
| EN5V-IVb-20.2 | 5 | Identifies | different meanings | of content specific words (connotation) (Science) | English | |
| EN5V-IVc-20.1 | 5 | Identifies | different meanings | of content specific words (denotation) (Health) | English | |
| EN5V-IVc-20.2 | 5 | Identifies | different meanings | of content specific words (connotation) (Health) | English | |
| EN5V-IVd-20.1 | 5 | Identifies | different meanings | of content specific words (denotation) (Health) | English | |
| EN5V-IVd-20.2 | 5 | Identifies | different meanings | of content specific words (connotation) (Health) | English | |
| EN5V-IVe-20.1 | 5 | Identifies | different meanings | of content specific words (denotation) (TLE) | English | |
| EN5V-IVe-20.2 | 5 | Identifies | different meanings | of content specific words (connotation) (TLE) | English | |
| EN5V-IVf-20.1 | 5 | Identifies | different meanings | of content specific words (denotation) (TLE) | English | |
| EN5V-IVf-20.2 | 5 | Identifies | different meanings | of content specific words (connotation) (TLE) | English | |
| EN5V-IVg-20.1 | 5 | Identifies | different meanings | of content specific words (denotation) (Mathematics) | English | |
| EN5V-IVg-20.2 | 5 | Identifies | different meanings | of content specific words (connotation) (Mathematics) | English | |
| EN5V-IVh-20.1 | 5 | Identifies | different meanings | of content specific words (denotation) (Mathematics) | English | |
| EN5V-IVh-20.2 | 5 | Identifies | different meanings | of content specific words (connotation) (Mathematics) | English | |
| EN5LC-IIb- 3.19 | 5 | Identifies | informational text-types | English | ||
| EN5LC-IIc- 3.19 | 5 | Identifies | informational text-types | English | ||
| EN5RC-IIa-2.21 | 5 | Identifies | key sentences of a given paragraph | English | ||
| EN5RC-IIb-2.21 | 5 | Identifies | key sentences of a given paragraph | English | ||
| EN5RC-IIa-2.21 | 5 | Identifies | main idea of a given paragraph | English | ||
| EN5RC-IIb-2.21 | 5 | Identifies | main idea of a given paragraph | English | ||
| EN5LC-IIIg- 3.17 | 5 | Identifies | point of view | English | ||
| EN5LC-IIIh- 3.17 | 5 | Identifies | point of view | English | ||
| EN5LC-IIIi- 3.17 | 5 | Identifies | point of view | English | ||
| EN5LC-IIa-4 | 5 | Identifies | signal words from text heard | English | ||
| EN5RC-IIa-2.21 | 5 | Identifies | supporting details of a given paragraph | English | ||
| EN5RC-IIb-2.21 | 5 | Identifies | supporting details of a given paragraph | English | ||
| EN5LC-Ib- 2.17.1 | 5 | Identifies | the elements of literary texts | English | ||
| EN5LC-Ic- 2.17.2 | 5 | Identifies | the elements of literary texts | English | ||
| EN5LC-Id- 2.17.3 | 5 | Identifies | the elements of literary texts | English | ||
| EN5VC-IIIf-3.8 | 5 | Infers | purpose of the visual media | English | ||
| EN5VC-IVc-3.8 | 5 | Infers | purposes of the visual media | English | ||
| EN5VC-IVa-3.7 | 5 | Infers | target audience | English | ||
| EN5VC-IVb-3.7 | 5 | Infers | target audience | English | ||
| EN5V-IIIa-20.4 | 5 | Infers | given context clues (synonyms, antonyms, word parts) | the meaning of unfamiliar words | (Health) | English |
| EN5V-IIIa-20.5 | 5 | Infers | using other strategies | the meaning of unfamiliar words | (Health) | English |
| EN5V-IIIb-20.4 | 5 | Infers | given context clues (synonyms, antonyms, word parts) | the meaning of unfamiliar words | (Health) | English |
| EN5V-IIIb-20.5 | 5 | Infers | using other strategies | the meaning of unfamiliar words | (Health) | English |
| EN5V-IIIc-20.4 | 5 | Infers | given context clues (synonyms, antonyms, word parts) | the meaning of unfamiliar words | (Science) | English |
| EN5V-IIIc-20.5 | 5 | Infers | using other strategies | the meaning of unfamiliar words | (Science) | English |
| EN5V-IIId-20.4 | 5 | Infers | given context clues (synonyms, antonyms, word parts) | the meaning of unfamiliar words | (Health) | English |
| EN5V-IIId-20.5 | 5 | Infers | using other strategies | the meaning of unfamiliar words | (Health) | English |
| EN5V-IIIe-20.4 | 5 | Infers | given context clues (synonyms, antonyms, word parts) | the meaning of unfamiliar words | (Mathematics) | English |
| EN5V-IIIe-20.5 | 5 | Infers | using other strategies | the meaning of unfamiliar words | (Mathematics) | English |
| EN5V-IIIf-20.4 | 5 | Infers | given context clues (synonyms, antonyms, word parts) | the meaning of unfamiliar words | (Mathematics) | English |
| EN5V-IIIf-20.5 | 5 | Infers | using other strategies | the meaning of unfamiliar words | (Mathematics) | English |
| EN5V-Ic-12 and 13 | 5 | Infers | based on given context clues (synonyms, antonyms, word parts) and other strategies | the meaning of unfamiliar words (affixed) | English | |
| EN5V-Id-12 and 13 | 5 | Infers | based on given context clues (synonyms, antonyms, word parts) and other strategies | the meaning of unfamiliar words (affixed) | English | |
| EN5V-IIIa-20.3 | 5 | Infers | the meaning of unfamiliar words (affixed) | (Health) | English | |
| EN5V-IIIb-20.3 | 5 | Infers | the meaning of unfamiliar words (affixed) | (Health) | English | |
| EN5V-IIIc-20.3 | 5 | Infers | the meaning of unfamiliar words (affixed) | (Science) | English | |
| EN5V-IIId-20.3 | 5 | Infers | the meaning of unfamiliar words (affixed) | (Health) | English | |
| EN5V-IIIe-20.3 | 5 | Infers | the meaning of unfamiliar words (affixed) | (Mathematics) | English | |
| EN5V-IIIf-20.3 | 5 | Infers | the meaning of unfamiliar words (affixed) | (Mathematics) | English | |
| EN5V-Ie-12 and 13 | 5 | Infers | based on given context clues (synonyms, antonyms, word parts) and other strategies | the meaning of unfamiliar words (blended) | English | |
| EN5V-If-12 and 13 | 5 | Infers | based on given context clues (synonyms, antonyms, word parts) and other strategies | the meaning of unfamiliar words (blended) | English | |
| EN5V-Ig-12 and 13 | 5 | Infers | based on given context clues (synonyms, antonyms, word parts) and other strategies | the meaning of unfamiliar words (clipped) | English | |
| EN5V-Ih-12 and 13 | 5 | Infers | based on given context clues (synonyms, antonyms, word parts) and other strategies | the meaning of unfamiliar words (clipped) | English | |
| EN5V-Ia-12 and 13 | 5 | Infers | based on given context clues (synonyms, antonyms, word parts) and other strategies | the meaning of unfamiliar words (compound) | English | |
| EN5V-Ib-12 and 13 | 5 | Infers | based on given context clues (synonyms, antonyms, word parts) and other strategies | the meaning of unfamiliar words (compound) | English | |
| EN5V-IIIa-20.3 | 5 | Infers | the meaning of unfamiliar words (compound) | (Health) | English | |
| EN5V-IIIb-20.3 | 5 | Infers | the meaning of unfamiliar words (compound) | (Health) | English | |
| EN5V-IIIc-20.3 | 5 | Infers | the meaning of unfamiliar words (compound) | (Science) | English | |
| EN5V-IIId-20.3 | 5 | Infers | the meaning of unfamiliar words (compound) | (Health) | English | |
| EN5V-IIIe-20.3 | 5 | Infers | the meaning of unfamiliar words (compound) | (Mathematics) | English | |
| EN5V-IIIf-20.3 | 5 | Infers | the meaning of unfamiliar words (compound) | (Mathematics) | English | |
| EN5LC-If- 2.8.2 | 5 | Infers | the speaker’s mood | English | ||
| EN5LC-IIIe- 2.8.2 | 5 | Infers | the speaker’s mood | English | ||
| EN5LC-If- 2.8.3 | 5 | Infers | the speaker’s purpose | English | ||
| EN5LC-IIIf- 2.8.3 | 5 | Infers | the speaker’s purpose | English | ||
| EN5LC-If- 2.8.1 | 5 | Infers | the speaker’s tone | English | ||
| EN5LC-IIId- 2.8.1 | 5 | Infers | the speaker’s tone | English | ||
| EN5VC-IIIe-3.7 | 5 | Infers | the target audience | English | ||
| EN5RC-Ib-2.9.1 | 5 | Infers | the theme of literary text | English | ||
| EN5OL-IIIc-2.8 | 5 | Links | comments to the remarks of others | English | ||
| EN5OL-IIId-2.8 | 5 | Links | comments to the remarks of others | English | ||
| EN5SS-IVe-5 | 5 | Lists | primary and secondary sources of information | English | ||
| EN5SS-IVf-5 | 5 | Lists | primary and secondary sources of information | English | ||
| EN5OL-IIh-4 | 5 | Makes | a stand | English | ||
| EN5OL-IIi-4 | 5 | Makes | a stand | English | ||
| EN5OL-IIj-4 | 5 | Makes | a stand | English | ||
| EN5RC-IIh-2.15.1 | 5 | Makes | from a selection read | an outline | English | |
| EN5RC-IIi-2.15.1 | 5 | Makes | from a selection read | an outline | English | |
| EN5VC- IVh -2.4 | 5 | Makes | connections between information viewed and personal experiences | English | ||
| EN5VC- IVi -2.4 | 5 | Makes | connections between information viewed and personal experiences | English | ||
| EN5VC- IVj -2.4 | 5 | Makes | connections between information viewed and personal experiences | English | ||
| EN5RC-IIg-2.12 | 5 | Makes | generalizations | English | ||
| EN5RC-IVg-2.12 | 5 | Makes | generalizations | English | ||
| EN5LC-Ia-2.1 | 5 | Notes | significant details | English | ||
| EN5F-IVh-1.3 | 5 | Observes | accuracy in dramatic readings and presentations | English | ||
| EN5F-IVi-1.3 | 5 | Observes | accuracy in dramatic readings and presentations | English | ||
| EN5F-IVj-1.3 | 5 | Observes | accuracy in dramatic readings and presentations | English | ||
| EN5F-IVh-1.6 | 5 | Observes | appropriate rate in dramatic readings and presentations | English | ||
| EN5F-IVi-1.6 | 5 | Observes | appropriate rate in dramatic readings and presentations | English | ||
| EN5F-IVj-1.6 | 5 | Observes | appropriate rate in dramatic readings and presentations | English | ||
| EN5F-IVh-1.14 | 5 | Observes | correct pronunciation in dramatic readings and presentations | English | ||
| EN5F-IVi-1.14 | 5 | Observes | correct pronunciation in dramatic readings and presentations | English | ||
| EN5A-Ia-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-Ib-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-Ic-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-Id-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-Ie-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-If-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-Ig-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-Ih-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-Ii-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIa-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIb-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIc-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IId-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIe-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIf-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIg-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIh-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIi-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIIa-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIIb-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIIc-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIId-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIIe-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIIf-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIIg-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIIh-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIIi-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIIj-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IIj-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-Ij-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IVa-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IVb-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IVc-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IVd-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IVe-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IVf-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IVg-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IVh-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IVi-16 | 5 | Observes | at all times | politeness | English | |
| EN5A-IVj-16 | 5 | Observes | at all times | politeness | English | |
| EN5F-IIIg-1.7 | 5 | Observes | proper expressions in choral readings | English | ||
| EN5F-IIIh-1.7 | 5 | Observes | proper expressions in choral readings | English | ||
| EN5F-IIIi-1.7 | 5 | Observes | proper expressions in choral readings | English | ||
| EN5F-IIIj-1.7 | 5 | Observes | proper expressions in choral readings | English | ||
| EN5F-IVh-1.7 | 5 | Observes | proper expressions in dramatic readings and presentation | English | ||
| EN5F-IVi-1.7 | 5 | Observes | proper expressions in dramatic readings and presentation | English | ||
| EN5F-IIIg-1.7 | 5 | Observes | proper expressions in echo readings | English | ||
| EN5F-IIIh-1.7 | 5 | Observes | proper expressions in echo readings | English | ||
| EN5F-IIIi-1.7 | 5 | Observes | proper expressions in echo readings | English | ||
| EN5F-IIIj-1.7 | 5 | Observes | proper expressions in echo readings | English | ||
| EN5F-IIIg-1.7 | 5 | Observes | proper expressions in shadow readings | English | ||
| EN5F-IIIh-1.7 | 5 | Observes | proper expressions in shadow readings | English | ||
| EN5F-IIIi-1.7 | 5 | Observes | proper expressions in shadow readings | English | ||
| EN5F-IIIj-1.7 | 5 | Observes | proper expressions in shadow readings | English | ||
| EN5SS-IIh-1.8 | 5 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from primary sources | English | |
| EN5SS-IIIa-3 | 5 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from primary sources | English | |
| EN5SS-IIIb-3 | 5 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from primary sources | English | |
| EN5SS-IIIc-4 | 5 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN5SS-IIId-4 | 5 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN5SS-IIIe-4 | 5 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN5SS-IIIf-4 | 5 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN5SS-IIIg-4 | 5 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN5SS-IIIh-4 | 5 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN5SS-IIIi-4 | 5 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN5SS-IIIj-4 | 5 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN5WC-Ia-1.1.6.1 | 5 | Plans | using an outline/other graphic organizers | a composition | with two to three paragraphs | English |
| EN5WC-Ib-1.1.6.1 | 5 | Plans | using an outline/other graphic organizers | a composition | with two to three-paragraphs | English |
| EN5WC-IIa-1.1.6.1 | 5 | Plans | using an outline/other graphic organizers | a composition | with two to three-paragraphs | English |
| EN5WC-IIId-1.1.6.1 | 5 | Plans | using an outline/other graphic organizers | a composition | with two to three-paragraph | English |
| EN5WC-IVc-1.1.6.1 | 5 | Plans | using an outline/other graphic organizers | a composition | with two to three-paragraphs | English |
| EN5OL-IIa-1.13.1 | 5 | Provides | accurate instructions | English | ||
| EN5LC-IIIa- 2.15 | 5 | Provides | to support understanding | evidence | English | |
| EN5LC-IIIb- 2.15 | 5 | Provides | to support understanding | evidence | English | |
| EN5LC-IIIc- 2.15 | 5 | Provides | to support understanding | evidence | English | |
| EN5OL-IIf-3.5.1 | 5 | Provides | to support opinion/fact | evidence | English | |
| EN5F-Id-1.8.1.1 | 5 | Reads | with automaticity | grade level and frequently content area words | (Art) | English |
| EN5F-Ie-1.8.1.2 | 5 | Reads | with automaticity | grade level and frequently content area words | (Math) | English |
| EN5F-If-1.8.1.3 | 5 | Reads | with automaticity | grade level and frequently content area words | (Science) | English |
| EN5F-Ig-1.8.1.4 | 5 | Reads | with automaticity | grade level and frequently content area words | (Health) | English |
| EN5F-IIc-1.8.1 | 5 | Reads | with automaticity | grade level and frequently content area words | English | |
| EN5F-IId-1.8.1 | 5 | Reads | with automaticity | grade level and frequently content area words | English | |
| EN5F-IIe-1.8.1 | 5 | Reads | with automaticity | grade level and frequently content area words | English | |
| EN5F-IIf-1.8.1 | 5 | Reads | with automaticity | grade level and frequently content area words | English | |
| EN5F-Ib-1.6 | 5 | Reads | aloud; with an accuracy rate of 95–100% | grade level appropriate text | English | |
| EN5F-Ic-1.6 | 5 | Reads | aloud; with an accuracy rate of 95–100% | grade level appropriate text | English | |
| EN5F-IVa-1.6 | 5 | Reads | aloud; with an accuracy rate of 95 – 100% | grade level appropriate text | English | |
| EN5F-IVb-1.6 | 5 | Reads | aloud; with an accuracy rate of 95 – 100% | grade level appropriate text | English | |
| EN5F-IVc-1.6 | 5 | Reads | aloud; with an accuracy rate of 95 – 100% | grade level appropriate text | English | |
| EN5F-Ih-1.13 | 5 | Reads | with 118 words correct per minute | grade level text | English | |
| EN5F-Ii-1.13 | 5 | Reads | with 118 words correct per minute | grade level text | English | |
| EN5F-IIh-1.3 | 5 | Reads | with accuracy, appropriate rate and proper expression | grade level text | English | |
| EN5F-IIi-1.3 | 5 | Reads | with accuracy | grade level text | English | |
| EN5F-IIi-1.6 | 5 | Reads | with appropriate rate | grade level text | English | |
| EN5F-IIi-1.7 | 5 | Reads | with proper expression | grade level text | English | |
| EN5F-IIIa-1.3 | 5 | Reads | with accuracy | grade level text | English | |
| EN5F-IIIa-1.6 | 5 | Reads | with appropriate rate | grade level text | English | |
| EN5F-IIIa-1.7 | 5 | Reads | with proper expression | grade level text | English | |
| EN5F-IIIc-1.3 | 5 | Reads | with accuracy | grade level text | English | |
| EN5F-IIIc-1.6 | 5 | Reads | with appropriate rate | grade level text | English | |
| EN5F-IIIc-1.7 | 5 | Reads | with proper expression | grade level text | English | |
| EN5F-IIIe-1.3 | 5 | Reads | with accuracy | grade level text | English | |
| EN5F-IIIe-1.6 | 5 | Reads | with appropriate rate | grade level text | English | |
| EN5F-IIIe-1.7 | 5 | Reads | with proper expression | grade level text | English | |
| EN5F-IIIg-1.3 | 5 | Reads | with accuracy | grade level text | English | |
| EN5F-IIIh-1.3 | 5 | Reads | with accuracy | grade level text | English | |
| EN5F-IIIi-1.3 | 5 | Reads | with accuracy | grade level text | English | |
| EN5F-IIIj-1.3 | 5 | Reads | with accuracy | grade level text | English | |
| EN5F-IIj-1.3 | 5 | Reads | with accuracy | grade level text | English | |
| EN5F-IIj-1.6 | 5 | Reads | with appropriate rate | grade level text | English | |
| EN5F-IIj-1.7 | 5 | Reads | with proper expression | grade level text | English | |
| EN5F-Ij-1.13 | 5 | Reads | with 118 words correct per minute | grade level text | English | |
| EN5F-IVd-1.13 | 5 | Reads | with 128 words correct per minute | grade level text | English | |
| EN5F-IVe-1.13 | 5 | Reads | with 128 words correct per minute | grade level text | English | |
| EN5F-IVf-1.13 | 5 | Reads | with 128 words correct per minute | grade level text | English | |
| EN5OL-Ig-1.8 | 5 | Recounts | effectively | events | English | |
| EN5OL-Ih-1.8 | 5 | Recounts | effectively | events | English | |
| EN5OL-Ii-1.8 | 5 | Recounts | effectively | events | English | |
| EN5OL-Ij-1.8 | 5 | Recounts | effectively | events | English | |
| EN5OL-IIIa-2.7 | 5 | Reminds | others to stay on topic | English | ||
| EN5OL-IIIb-2.7 | 5 | Reminds | others to stay on topic | English | ||
| EN5OL-IId-3.4.1 | 5 | Responds | after reflection | to ideas and opinions | English | |
| EN5OL-IIe-3.4.1 | 5 | Responds | after reflection | to ideas and opinions | English | |
| EN5RC-IVf-5.5 | 5 | Responds | appropriately | to messages of different authentic texts | English | |
| EN5LC-IVa- 3.11 | 5 | Restates | in one’s own words | sentences heard | English | |
| EN5LC-IVb- 3.11 | 5 | Restates | in one’s own words | sentences heard | English | |
| EN5LC-IVc- 3.11 | 5 | Restates | in one’s own words | sentences heard | English | |
| EN5LC-IVd- 3.11 | 5 | Restates | in one’s own words | sentences heard | English | |
| EN5LC-IVe- 3.11 | 5 | Restates | in one’s own words | sentences heard | English | |
| EN5WC-Ie-1.8.2 | 5 | Revises | in a series of simple paragraphs; for clarity - correct spelling | writing | English | |
| EN5WC-If-1.8.1 | 5 | Revises | for clarity - punctuation marks | writing | English | |
| EN5WC-Ig-1.8.3 | 5 | Revises | for clarity - transition/signal words | writing | English | |
| EN5WC-IId-1.8.2 | 5 | Revises | for clarity - correct spelling | writing | English | |
| EN5WC-IIe-1.8.1 | 5 | Revises | for clarity - punctuation marks | writing | English | |
| EN5WC-IIe-1.8.3 | 5 | Revises | for clarity - signal words | writing | English | |
| EN5WC-IIh-1.8.2 | 5 | Revises | for clarity - correct spelling | writing | English | |
| EN5WC-IIi-1.8.1 | 5 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN5WC-IIi-1.8.3 | 5 | Revises | for clarity - transition/signal words | writing | English | |
| EN5WC-IIIf-1.8.1 | 5 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN5WC-IIIf-1.8.2 | 5 | Revises | for clarity - correct spelling | writing | English | |
| EN5WC-IIIf-1.8.3 | 5 | Revises | for clarity - transition/signal words | writing | English | |
| EN5WC-IIIg-1.8.1 | 5 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN5WC-IIIg-1.8.3 | 5 | Revises | for clarity -transition/signal words | writing | English | |
| EN5WC-IIIh-1.8.1 | 5 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN5WC-IIIh-1.8.2 | 5 | Revises | for clarity- correct spelling | writing | English | |
| EN5WC-IIIh-1.8.3 | 5 | Revises | for clarity - transition/signal words | writing | English | |
| EN5WC-IVe-1.8 | 5 | Revises | for clarity- correct spelling | writing | English | |
| EN5F-Ia-2.9 | 5 | Self-corrects | when reading | English | ||
| EN5F-IIg-2.9 | 5 | Self-corrects | when reading | English | ||
| EN5F-IIIb-2.9 | 5 | Self-corrects | when reading | English | ||
| EN5F-IIId-2.9 | 5 | Self-corrects | when reading | English | ||
| EN5F-IIIf-2.9 | 5 | Self-corrects | when reading | English | ||
| EN5F-IVg-2.9 | 5 | Self-corrects | when reading | English | ||
| EN5A-Ic-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-Id-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-Ie-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-If-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-Ig-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-Ih-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-Ii-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIa-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIb-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIc-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IId-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIe-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIf-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIg-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIh-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIi-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIIa-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIIb-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIIc-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIId-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIIe-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIIf-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIIg-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIIh-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIIi-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIIj-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IIj-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-Ij-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IVa-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IVb-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IVc-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IVd-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IVe-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IVf-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IVg-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IVh-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IVi-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5A-IVj-17 | 5 | Shows | when communicating with others | tactfulness | English | |
| EN5LC-IVf- 3.13 | 5 | Summarizes | information from various text types | English | ||
| EN5LC-IVg- 3.13 | 5 | Summarizes | information from various text types | English | ||
| EN5LC-IVh- 3.13 | 5 | Summarizes | information from various text types | English | ||
| EN5LC-IVi- 3.13 | 5 | Summarizes | information from various text types | English | ||
| EN5LC-IVj- 3.13 | 5 | Summarizes | information from various text types | English | ||
| EN5RC-Ic-2.23 | 5 | Summarizes | based on elements : Theme, Setting, Characters (Heroes and Villains), Plot (beginning, middle and ending) | narrative texts | English | |
| EN5RC-Id-2.23 | 5 | Summarizes | based on elements : Theme, Setting, Characters (Heroes and Villains), Plot (beginning, middle and ending) | narrative texts | English | |
| EN5SS-IVa-1.8 | 5 | Takes down | relevant notes | English | ||
| EN5SS-IVb-1.8 | 5 | Takes down | relevant notes | English | ||
| EN5G-IIIa-1.8.1 | 5 | Uses | for a specific purpose and audience: asking permission | a particular kind of sentence | English | |
| EN5G-IIIa-1.8.3 | 5 | Uses | for a specific purpose and audience: making requests | a particular kind of sentence | English | |
| EN5G-IIId-1.8.1 | 5 | Uses | for a specific purpose and audience: making requests | a particular kind of sentence | English | |
| EN5G-IIId-1.8.2 | 5 | Uses | for a specific purpose and audience: responding to questions | a particular kind of sentence | English | |
| EN5G-IIIe-1.8.4 | 5 | Uses | for a specific purpose and audience: following and giving directions | a particular kind of sentence | English | |
| EN5G-IIIf-1.8.8 | 5 | Uses | for a specific purpose and audience: giving information | a particular kind of sentence | English | |
| EN5G-IIIg-1.8.9 | 5 | Uses | for a specific purpose and audience: making explanation | a particular kind of sentence | English | |
| EN5G-IIIh-1.8.10 | 5 | Uses | for a specific purpose and audience: expressing opinions/emotions | a particular kind of sentence | English | |
| EN5G-IIIi-1.8.10 | 5 | Uses | for a specific purpose and audience: expressing opinions/emotions | a particular kind of sentence | English | |
| EN5G-IIIj-1.8.10 | 5 | Uses | for a specific purpose and audience: expressing opinions/emotions | a particular kind of sentence | English | |
| EN5OL-Ib-2.6.2 | 5 | Uses | appropriate body movements and gestures | English | ||
| EN5OL-IVc-2.6.2 | 5 | Uses | appropriate body movements and gestures | English | ||
| EN5OL-IVd-2.6.2 | 5 | Uses | appropriate body movements and gestures | English | ||
| EN5OL-Ia-2.6.1 | 5 | Uses | appropriate facial expressions | English | ||
| EN5OL-IVa-2.6.1 | 5 | Uses | appropriate facial expressions | English | ||
| EN5OL-IVb-2.6.1 | 5 | Uses | appropriate facial expressions | English | ||
| EN5RC-IVe-2.15.2 | 5 | Uses | appropriate graphic organizers in texts read | English | ||
| EN5OL-IIIe-3.7 | 5 | Uses | to keep the discussion going | appropriate strategies | English | |
| EN5OL-IIIf-3.7 | 5 | Uses | to keep the discussion going | appropriate strategies | English | |
| EN5G-IVe-1.9.1 | 5 | Uses | to show cause and effect | complex sentences | English | |
| EN5G-IVf-1.9.1 | 5 | Uses | to show cause and effect | complex sentences | English | |
| EN5G-IVg-1.9.2 | 5 | Uses | to show problem-solution relationship of ideas | complex sentences | English | |
| EN5G-IVh-1.9.2 | 5 | Uses | to show problem-solution relationship of ideas | complex sentences | English | |
| EN5G-IVa-1.8.1 | 5 | Uses | to show cause and effect | compound sentences | English | |
| EN5G-IVb-1.8.1 | 5 | Uses | to show cause and effect | compound sentences | English | |
| EN5G-IVc-1.8.2 | 5 | Uses | to show problem-solution relationship of ideas | compound sentences | English | |
| EN5G-IVd-1.8.2 | 5 | Uses | to show problem-solution relationship of ideas | compound sentences | English | |
| EN5OL-Ic-3.9 | 5 | Uses | when appropriate to task and situation | formal and informal English | English | |
| EN5OL-Id-3.9 | 5 | Uses | when appropriate to task and situation | formal and informal English | English | |
| EN5OL-Ie-3.9 | 5 | Uses | when appropriate to task and situation | formal and informal English | English | |
| EN5OL-If-3.9 | 5 | Uses | when appropriate to task and situation | formal and informal English | English | |
| EN5OL-IVe-4 | 5 | Uses | in a TV broadcast | non-verbal cues | English | |
| EN5SS-IIb-1.5.3 | 5 | Uses | to locate resources | the card catalog | English | |
| EN5OL-IVe-4 | 5 | Uses | in a TV broadcast | verbal and non-verbal cues | English | |
| EN5OL-IVf-4 | 5 | Uses | in a TV broadcast | verbal and non-verbal cues | English | |
| EN5OL-IVg-4 | 5 | Uses | in a TV broadcast | verbal and non-verbal cues | English | |
| EN5OL-IVh-4 | 5 | Uses | in a TV broadcast | verbal and non-verbal cues | English | |
| EN5OL-IVi-4 | 5 | Uses | in a TV broadcast | verbal and non-verbal cues | English | |
| EN5OL-IVj-4 | 5 | Uses | in a TV broadcast | verbal and non-verbal cues | English | |
| EN5WC-IIIe-2.2.7 | 5 | Writes | a feature article | English | ||
| EN5WC-IIIg-2.2.7 | 5 | Writes | a feature article | English | ||
| EN5WC-IIIi-2.2.7 | 5 | Writes | a feature article | English | ||
| EN5WC-Ic-2.2.4 | 5 | Writes | based on the prepared outline | composition | English | |
| EN5WC-Id-2.2.4 | 5 | Writes | based on the prepared outline | composition | English | |
| EN5WC-IIb-2.2.5 | 5 | Writes | paragraphs showing-cause and effect | English | ||
| EN5WC-IIc-2.2.5 | 5 | Writes | paragraphs showing-cause and effect | English | ||
| EN5WC-IIf-2.2.6 | 5 | Writes | paragraphs showing-comparison and contrast | English | ||
| EN5WC-IIg-2.2.6 | 5 | Writes | paragraphs showing-comparison and contrast | English | ||
| EsP5P – IIi –29 | 5 | Nagagampanan | nang buong husay; gamit ang anumang teknolohiya sa paaralan | ang anumang tungkulin sa programa o proyekto | EsP | |
| EsP5P – IId-e – 25 | 5 | Nakabubuo at nakapagpapahayag | nang may paggalang sa anumang ideya /opinyon | EsP | ||
| EsP5PPP – IIIg-h– 31 | 5 | Nakagagawa | gamit ang iba’t ibang multimedia at technology tools | ng isang proyekto sa pagpapatupad ng mga batas sa kalinisan, kaligtasan, kalusugan at kapayapaan | EsP | |
| EsP5PKP – Ie – 31 | 5 | Nakahihikayat | ng iba na maging matapat sa lahat ng uri ng paggawa | EsP | ||
| EsP5PPP – IIIg – 30 | 5 | Nakalalahok | sa pangangampanya sa pagpapatupad ng mga batas para sa kabutihan ng lahat: pangkaligtasan | EsP | ||
| EsP5PPP – IIIg – 30 | 5 | Nakalalahok | sa pangangampanya sa pagpapatupad ng mga batas para sa kabutihan ng lahat: pangkalikasan | EsP | ||
| EsP5PPP – IIIg – 30 | 5 | Nakalalahok | sa pangangampanya sa pagpapatupad ng mga batas para sa kabutihan ng lahat: pangkalinisan | EsP | ||
| EsP5PPP – IIIg – 30 | 5 | Nakalalahok | sa pangangampanya sa pagpapatupad ng mga batas para sa kabutihan ng lahat: pangkalusugan | EsP | ||
| EsP5PPP – IIIg – 30 | 5 | Nakalalahok | sa pangangampanya sa pagpapatupad ng mga batas para sa kabutihan ng lahat: pangkapayapaan | EsP | ||
| EsP5PPP – IIIi– 33 | 5 | Nakalilikha | gamit ang iba’t ibang technology tools | ng isang proyekto na nagpapakita ng pagtulong sa bansa at daigdig | EsP | |
| EsP5P – IIb – 23 | 5 | Nakapagbibigay-alam | sa kinauukulan tungkol sa kaguluhan, at iba pa (pagmamalasakit sa kapwa na sinasaktan/kinukutya/binubully) | EsP | ||
| EsP5PKP – Ii – 36 | 5 | Nakapaghihinuha | na nakapagdudulot ng kabutihan sa pagsasama nang maluwag ang pagsasabi nang tapat | EsP | ||
| EsP5PKP – Ih – 35 | 5 | Nakapagpapahayag | ng katotohanan kahit masakit sa kalooban tulad ng: pagkuha ng pag-aari ng iba; pangongopya sa oras ng pagsusulit; pagsisinungaling sa sinumang miyembro ng pamilya, at iba pa | EsP | ||
| EsP5PKP – Ig – 34 | 5 | Nakapagpapahayag | nang may katapatan | ng sariling opinyon /ideya at saloobin tungkol sa mga sitwasyong may kinalaman sa sarili at pamilyang kinabibilangan. Hal. Suliranin sa paaralan at pamayanan | EsP | |
| EsP5PD - IVa-d – 14 | 5 | Nakapagpapakita | nang tunay na pagmamahal sa kapwa tulad ng: pagsasaalang-alang sa kapakanan ng kapwa at sa kinabibilangang pamayanan; pakikiisa sa pagdarasal para sa kabutihan ng lahat; pagkalinga at pagtulong sa kapwa | EsP | ||
| EsP5PD - IVe-i – 15 | 5 | Nakapagpapakita | ng iba’t ibang paraan ng pasasalamat sa Diyos | EsP | ||
| EsP5PKP – Ic-d – 29 | 5 | Nakapagpapakita | ng kawilihan at positibong saloobin sa pag-aaral: paggawa ng proyekto (gamit ang anumang technology tools) | EsP | ||
| EsP5PKP – Ic-d – 29 | 5 | Nakapagpapakita | ng kawilihan at positibong saloobin sa pag-aaral: paggawa ng takdang-aralin | EsP | ||
| EsP5PKP – Ic-d – 29 | 5 | Nakapagpapakita | ng kawilihan at positibong saloobin sa pag-aaral: pagtatanong | EsP | ||
| EsP5PKP – Ic-d – 29 | 5 | Nakapagpapakita | ng kawilihan at positibong saloobin sa pag-aaral: pagtuturo sa iba | EsP | ||
| EsP5PKP – Ic-d – 29 | 5 | Nakapagpapakita | ng kawilihan at positibong saloobin sa pag-aaral: pakikilahok sa pangkatang gawain | EsP | ||
| EsP5PKP – Ic-d – 29 | 5 | Nakapagpapakita | ng kawilihan at positibong saloobin sa pag-aaral: pakikinig | EsP | ||
| EsP5PKP – Ic-d – 29 | 5 | Nakapagpapakita | ng kawilihan at positibong saloobin sa pag-aaral: pakikipagtalakayan | EsP | ||
| EsP5PKP – If-g – 33 | 5 | Nakapagpapakita | ng kawilihan sa pagbabasa/pagsusuri ng mga aklat at magasin: pagbabasa ng diyaryo araw-araw | EsP | ||
| EsP5PKP – If-g – 33 | 5 | Nakapagpapakita | ng kawilihan sa pagbabasa/pagsusuri ng mga aklat at magasin: pagsasaliksik ng mga artikulo sa internet | EsP | ||
| EsP5PKP – If-g – 33 | 5 | Nakapagpapakita | ng kawilihan sa pagbabasa/pagsusuri ng mga aklat at magasin: pakikinig/panonood sa telebisyon sa mga “Update” o bagong kaalaman | EsP | ||
| EsP5PPP – IIId – 27 | 5 | Nakapagpapakita | ng magagandang halimbawa ng pagiging responsableng tagapangalaga ng kapaligiran: pagiging mapanagutan; pagmamalasakit sa kapaligiran sa pamamagitan ng pakikiisa sa mga programang pangkapaligiran | EsP | ||
| EsP5PPP – IIIa – 23 | 5 | Nakapagpapakita | ng mga kanais-nais na kaugaliang Pilipino: magiliw na pagtanggap ng mga panauhin | EsP | ||
| EsP5PPP – IIIa – 23 | 5 | Nakapagpapakita | ng mga kanais-nais na kaugaliang Pilipino: nakikisama sa kapwa Pilipino | EsP | ||
| EsP5PPP – IIIa – 23 | 5 | Nakapagpapakita | ng mga kanais-nais na kaugaliang Pilipino: pagtulong/paglahok sa bayanihan at palusong | EsP | ||
| EsP5P – IIc – 24 | 5 | Nakapagpapakita | sa pamamagitan ng: mabuting pagtanggap sa mga katutubo; paggalang sa natatanging kaugalian/paniniwala ng mga katutubo at dayuhang kakaiba sa kinagisnan | ng paggalang sa mga dayuhan | EsP | |
| EsP5PPP – IIIb – 24 | 5 | Nakapagpapamalas | gamit ang anumang multimedia o teknolohiya | ng pagkamalikhain sa pagbuo ng mga sayaw, awit at sining | EsP | |
| EsP5PKP – If – 32 | 5 | Nakapagpapatunay | na mahalaga ang pagkakaisa sa pagtatapos ng gawain | EsP | ||
| EsP5P – IIf – 26 | 5 | Nakapagpapaubaya | ng pansariling kapakanan para sa kabutihan ng kapwa | EsP | ||
| EsP5P – IIg – 27 | 5 | Nakapagsasaalang-alang | ng karapatan ng iba | EsP | ||
| EsP5P – IIa –22 | 5 | Nakapagsisimula | ng pamumuno para makapagbigay ng kayang tulong para sa nangangailangan: biktima ng kalamidad | EsP | ||
| EsP5P – IIa –22 | 5 | Nakapagsisimula | ng pamumuno para makapagbigay ng kayang tulong para sa nangangailangan: pagbibigay ng babala/impormasyon kung may bagyo, baha, sunog, lindol, at iba pa | EsP | ||
| EsP5PPP – IIIc – 26 | 5 | Nakasusunod | nang may masusi at matalinong pagpapasya para sa kaligtasan. Hal. paalala para sa mga panoorin at babasahin, pagsunod sa mga alituntunin tungkol sa pag-iingat sa sunog at paalaala kung may kalamidad | EsP | ||
| EsP5PKP – Ib – 28 | 5 | Nakasusuri | ng mabuti at masamang maidudulot sa sarili at miyembro ng pamilya ng anumang babasahin, napakikinggan at napanonood: dyaryo | EsP | ||
| EsP5PKP – Ib – 28 | 5 | Nakasusuri | ng mabuti at masamang maidudulot sa sarili at miyembro ng pamilya ng anumang babasahin, napakikinggan at napanonood: Internet | EsP | ||
| EsP5PKP – Ib – 28 | 5 | Nakasusuri | ng mabuti at masamang maidudulot sa sarili at miyembro ng pamilya ng anumang babasahin, napakikinggan at napanonood: magasin | EsP | ||
| EsP5PKP – Ib – 28 | 5 | Nakasusuri | ng mabuti at masamang maidudulot sa sarili at miyembro ng pamilya ng anumang babasahin, napakikinggan at napanonood: pelikula | EsP | ||
| EsP5PKP – Ib – 28 | 5 | Nakasusuri | ng mabuti at masamang maidudulot sa sarili at miyembro ng pamilya ng anumang babasahin, napakikinggan at napanonood: radyo | EsP | ||
| EsP5PKP – Ib – 28 | 5 | Nakasusuri | ng mabuti at masamang maidudulot sa sarili at miyembro ng pamilya ng anumang babasahin, napakikinggan at napanonood: telebisyon | EsP | ||
| EsP5PPP – IIIh – 32 | 5 | Nakikiisa | nang buong tapat | sa mga gawaing nakatutulong sa bansa at daigdig | EsP | |
| EsP5PPP – IIIf – 29 | 5 | Nakikiisa | nang may kasiyahan | sa mga programa ng pamahalaan na may kaugnayan sa pagpapanatili ng kapayapaan: paggalang sa ideya ng iba | EsP | |
| EsP5PPP – IIIf – 29 | 5 | Nakikiisa | nang may kasiyahan | sa mga programa ng pamahalaan na may kaugnayan sa pagpapanatili ng kapayapaan: paggalang sa karapatang pantao | EsP | |
| EsP5PPP – IIIf – 29 | 5 | Nakikiisa | nang may kasiyahan | sa mga programa ng pamahalaan na may kaugnayan sa pagpapanatili ng kapayapaan: paggalang sa opinyon ng iba | EsP | |
| EsP5P – IIh – 28 | 5 | Nakikilahok | sa mga patimpalak o paligsahan na layunin ang pakikipagkaibigan | EsP | ||
| EsP5PKP – Ia- 27 | 5 | Napahahalagahan | sa pamamagitan ng pagsusuri sa mga: balitang napakinggan; patalastas na nabasa/narinig; programang pantelebisyon na napanood; sa internet nabasa | ang katotohanan | EsP | |
| EsP5PPP – IIIb – 25 | 5 | Napananatili | sa pamamagitan ng pakikilahok | ang pagkamabuting mamamayang Pilipino | EsP | |
| EsP5PPP – IIIe– 28 | 5 | Napatutunayan | na di-nakukuha sa kasakiman ang pangangailangan: pagiging vigilant sa mga ilegal na gawaing nakasisira sa kapaligiran | EsP | ||
| F5PU-Ic-1 | 5 | Nababaybay | nang wasto | ang mga salita | na natutuhan sa aralin at hiniram kaugnay ng ibang asignatura | Filipino |
| F5PU-III-c-g-1 | 5 | Nababaybay | nang wasto | ang mga salita | na natutuhan sa aralin at hiniram kaugnay ng ibang asignatura | Filipino |
| F5PS-Ie-25 | 5 | Nabibigkas | nang may wastong tono, diin, antala at damdamin | ang napakinggang tula | Filipino | |
| F5EP-IIgh-2 | 5 | Nabibigyang-kahulugan | ang bar graph | Filipino | ||
| F5EP-If-g-2 | 5 | Nabibigyang-kahulugan | ang bar graph, pie, talahanayan at iba pa | Filipino | ||
| F5EP-IIIa-15 | 5 | Nabibigyang-kahulugan | ang isang poster | Filipino | ||
| F5EP-IIgh-2 | 5 | Nabibigyang-kahulugan | ang mapa | Filipino | ||
| F5EP-If-g-2 | 5 | Nabibigyang-kahulugan | ang mapa ng pamayanan | Filipino | ||
| F5PT-IVe-h-4.4 | 5 | Nabibigyang-kahulugan | ang matalinghagang salita | Filipino | ||
| F5EP-Ia-15 | 5 | Nabibigyang-kahulugan | ang patalastas | Filipino | ||
| F5PT-IIIf-4.2 | 5 | Nabibigyang-kahulugan | ang salitang hiram | Filipino | ||
| F5PT-IIe-4.3 | 5 | Nabibigyang-kahulugan | ang tambalang salita | Filipino | ||
| F5PN-Ib-5 | 5 | Nabibigyang-kahulugan | sa pamamagitan ng mga kilos | ang tulang napakinggan | Filipino | |
| F5EP-IIIf-9.1 | 5 | Nagagamit | nang wasto | ang card catalog | Filipino | |
| F5WG-IVc-13.5 | 5 | Nagagamit | sa pakikipanayam/ pag-iinterview | ang iba’t ibang uri ng pangungusap | Filipino | |
| F5WG-IVd-13.3 | 5 | Nagagamit | sa pagkilatis ng isang produkto | ang iba’t ibang uri ng pangungusap | Filipino | |
| F5WG-IVf-j-13.6 | 5 | Nagagamit | sa pagsali sa isang usapan (chat) | ang iba’t ibang uri ng pangungusap | Filipino | |
| F5WG-IVf-j-13.6 | 5 | Nagagamit | sa pagsali sa isang dula-dulaan | ang iba’t ibang uri ng pangungusap | Filipino | |
| F5EP-IIIe-7.1 | 5 | Nagagamit | ayon sa pangangailangan | ang iba’t ibang pahayagan | Filipino | |
| F5EP-IVf-h-7.1 | 5 | Nagagamit | ayon sa pangangailangan | ang iba’t ibang pahayagan | Filipino | |
| F5WG-If-j-3 | 5 | Nagagamit | sa usapan at paglalahad ng sariling karanasan | ang iba’t ibang uri ng panghalip | Filipino | |
| F5WG-IVa-13.1 | 5 | Nagagamit | sa pagsasalaysay ng napakinggang balita | ang iba’t ibang uri ng pangungusap | Filipino | |
| F5WG-IVb-e-13.2 | 5 | Nagagamit | sa pakikipag-debate tungkol sa isang isyu | ang iba’t ibang uri ng pangungusap | Filipino | |
| F5WG-IVfhij-13.6 | 5 | Nagagamit | sa pagsali sa isang usapan | ang iba’t ibang uri ng pangungusap | Filipino | |
| F5WG-IVfh-j-13.6 | 5 | Nagagamit | sa pagsali sa isang dula-dulaan | ang iba’t ibang uri ng pangungusap | Filipino | |
| F5WG-IVg-13.4 | 5 | Nagagamit | sa paggawa ng patalastas | ang iba’t ibang uri ng pangungusap | Filipino | |
| F5EP-Ie-8 | 5 | Nagagamit | ang isinalarawang balangkas upang maipakita ang nakalap na impormasyon | Filipino | ||
| F5PS-Ig-12.18 | 5 | Nagagamit | ang magagalang na pananalita | sa pagsasabi ng hinaing o reklamo | Filipino | |
| F5PS-IId12.20 | 5 | Nagagamit | ang magagalang na pananalita | sa pagpapahayag ng panghihinayang | Filipino | |
| F5PS-IIf-12.12 | 5 | Nagagamit | ang magagalang na pananalita | sa pagsasabi ng ideya sa isang isyu | Filipino | |
| F5PS-IIIl-2.22 | 5 | Nagagamit | ang magagalang na pananalita | sa pagtatanong ng direksyon | Filipino | |
| F5PS-IIj-12.10 | 5 | Nagagamit | ang magagalang na pananalita | sa pagtanggi | Filipino | |
| F5PS-IVa-12.21 | 5 | Nagagamit | ang magagalang na pananalita | sa pag-uulat ng nasaksihang pangyayari | Filipino | |
| F5PT-IVc-j-6 | 5 | Nagagamit | ang mga bagong natutuhang salita sa paggawa ng sariling komposisyon | Filipino | ||
| F5PT-IIab-8 | 5 | Nagagamit | ang mga bagong salitang natutunan sa usapan | Filipino | ||
| F5PT-IIa-b-8 | 5 | Nagagamit | ang mga bagong salitang natutunan sa usapan | Filipino | ||
| F5EP-IIId-8 | 5 | Nagagamit | ang nakalarawang balangkas upang maipakita ang nakalap na impormasyon | Filipino | ||
| F5EP-IVa-8 | 5 | Nagagamit | ang nakalarawang balangkas upang maipakita ang nakalap na impormasyon | Filipino | ||
| F5EP-IIIf-9.1 | 5 | Nagagamit | nang wasto | ang OPAC | Filipino | |
| F5WG-IIIa-c-6 | 5 | Nagagamit | sa paglalarawan ng kilos | ang pang-abay | Filipino | |
| F5WG-IIId-e-9 | 5 | Nagagamit | sa paglalarawan | ang pang-abay at pang-uri | Filipino | |
| F5WG-IIIf-g-10 | 5 | Nagagamit | nang wasto sa pakikipagtalastasan | ang pang-angkop | Filipino | |
| F5WG-IIfg-4.2 | 5 | Nagagamit | sa paglalarawan ng kilalang tao sa pamayanan | ang pang-uri | Filipino | |
| F5WG-IIh-4.3 | 5 | Nagagamit | sa paglalarawan ng magagandang tanawin sa pamayanan | ang pang-uri | Filipino | |
| F5WG-IIi-4.4 | 5 | Nagagamit | sa paglalarawan ng mga hayop na exotic | ang pang-uri | Filipino | |
| F5WG-IIj-4.5 | 5 | Nagagamit | sa paglalarawan ng mga makabagong kagamitan | ang pang-uri | Filipino | |
| F5PL-0a-j-2 | 5 | Nagagamit | ang wika bilang tugon sa sariling pangangailangan at sitwasyon | Filipino | ||
| F5EP-IVe-9.4 | 5 | Nagagamit | nang wasto ang call number ng aklat | Filipino | ||
| F5EP-IVd-9.1 | 5 | Nagagamit | nang wasto ang card catalog | Filipino | ||
| F5EP-IVc-9.3 | 5 | Nagagamit | nang wasto ang Dewey Classification System | Filipino | ||
| F5WG-Ia-e-2 | 5 | Nagagamit | sa pagtalakay tungkol sa sarili, sa mga tao, hayop, lugar, bagay at pangyayari sa paligid | nang wasto ang mga pangngalan at panghalip | Filipino | |
| F5EP-IVg-9.1 | 5 | Nagagamit | nang wasto ang OPAC | Filipino | ||
| F5WG-IIac-5.1 | 5 | Nagagamit | nang wasto ang pandiwa | ayon sa panahunan sa pagsasalaysay ng mahahalagang pangyayari | Filipino | |
| F5WG-IIa-c-5.1 | 5 | Nagagamit | nang wasto ang pandiwa | ayon sa panahunan sa pagsasalaysay tungkol sa mahahalagang pangyayari | Filipino | |
| F5WG-IIb-5.2 | 5 | Nagagamit | nang wasto ang pandiwa | ayon sa panahunan sa pagsasalaysay tungkol sa tradisyon at sa iba’t ibang okasyon | Filipino | |
| F5WG-IId-5.3 | 5 | Nagagamit | nang wasto ang pandiwa | ayon sa panahunan sa pagsasalaysay ng isang sitwasyon | Filipino | |
| F5WG-IIe-5.4 | 5 | Nagagamit | nang wasto ang pandiwa | ayon sa panahunan sa pagsasalaysay tungkol sa kasaysayan | Filipino | |
| F5WG-IIIh-11 | 5 | Nagagamit | nang wasto at angkop ang mga pangatnig | Filipino | ||
| F5EP-IIIb-6 | 5 | Nagagamit | sa pagsasaliksik tungkol sa isang isyu ang pangkalahatang sanggunian | Filipino | ||
| F5EP-IIei-6 | 5 | Nagagamit | sa pagsasaliksik tungkol sa isang paksa ang pangkalahatang sanggunian | Filipino | ||
| F5EP-IIei-6 | 5 | Nagagamit | sa pagtatala ng mahahalagang impormasyon tungkol sa isang isyu ang pangkalahatang sanggunian | Filipino | ||
| F5EP-Id-6 | 5 | Nagagamit | sa pagtatala ng mga mahahalagang impormasyon tungkol sa isang paksa ang pangkalahatang sanggunian | Filipino | ||
| F5PT-IIIc-h-10 | 5 | Nagbibigay | ng mga salitang magkakasalungat/magkakasingkahulugan | Filipino | ||
| F5PB-IIe-17 | 5 | Nahuhulaan | gamit ang dating karanasan/kaalaman | ang maaaring mangyari sa teksto | Filipino | |
| F5PB-IIId-17 | 5 | Nahuhulaan | gamit ang dating karanasan/kaalaman | ang maaaring mangyari sa teksto | Filipino | |
| F5PS-IId-g-3.1 | 5 | Naibabahagi | ang isang pangyayaring nasaksihan | Filipino | ||
| F5PS-IIdi-3.1 | 5 | Naibabahagi | ang isang pangyayaring nasaksihan | Filipino | ||
| F5PS-IIIb-e-3.1 | 5 | Naibabahagi | ang isang pangyayaring nasaksihan | Filipino | ||
| F5PS-Id-3.1 | 5 | Naibabahagi | ang isang pangyayaring nasaksihan o naobserbahan | Filipino | ||
| F5PL-0a-j-5 | 5 | Naibabahagi | ang karanasan sa pagbasa upang makahikayat ng iba sa pagbasa ng panitikan | Filipino | ||
| F5PL-0a-j-5 | 5 | Naibabahagi | ang karanasan sa pagbasa upang makahikayat ng pagkagiliw sa pagbabasa | Filipino | ||
| F5PL-Oa-j-5 | 5 | Naibabahagi | ang karanasan sa pagbasa upang makahikayat ng pagmamahal sa pagbasa ng panitikan | Filipino | ||
| F5PS-IVf-3.1 | 5 | Naibabahagi | ang obserbasyon | sa kapaligiran | Filipino | |
| F5PB-Ii-15 | 5 | Naibibigay | ang bagong natuklasang kaalaman mula sa binasang teksto | Filipino | ||
| F5EP-IIIj-16 | 5 | Naibibigay | ang datos na hinihingi ng isang form | Filipino | ||
| F5PU-Ii-16 | 5 | Naibibigay | ang datos na hinihingi ng isang form | Filipino | ||
| F5PT-IId-9 | 5 | Naibibigay | ang kahulugan ng mga salitang iisa ang baybay ngunit magkaiba ang diin | Filipino | ||
| F5PT-Ia-b-1.14 | 5 | Naibibigay | sa pamamagitan ng gamit sa pangungusap | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-Ic-1.15 | 5 | Naibibigay | sa pamamagitan ng tono o damdamin | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-Ie-1.8 | 5 | Naibibigay | ang kahulugan ng pamilyar at di-pamilyar na mga salita | ayon sa gamit nito sa iba’t ibang sitwasyon | Filipino | |
| F5PT-If-1.4 | 5 | Naibibigay | sa pamamagitan ng kasingkahulugan | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-Ih-i- 1.5 | 5 | Naibibigay | sa pamamagitan ng kasalungat nito | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-IIc-1.10 | 5 | Naibibigay | sa pamamagitan ng pormal na depinisyon | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-IIf-1.13 | 5 | Naibibigay | sa pamamagitan ng paglalarawan | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-IIh-1.17 | 5 | Naibibigay | sa pamamagitan ng kayarian nito | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-IIi-1.8 | 5 | Naibibigay | sa pamamagitan ng sitwasyong pinaggamitan ng salita | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-IIIa-1.7 | 5 | Naibibigay | sa pamamagitan ng depinisyon | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-IIId-1.8 | 5 | Naibibigay | ayon sa iba’t ibang sitwasyong pinaggamitan | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-IIIi-1.13 | 5 | Naibibigay | sa pamamagitan ng paglalarawan | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-IIIj-1.16 | 5 | Naibibigay | sa pamamagitan ng pag-uugnay sa ibang asignatura | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-IIj-1.5 | 5 | Naibibigay | sa pamamagitan ng kasalungat nito | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-Ij-1.14 | 5 | Naibibigay | sa pamamagitan ng paglalarawan | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-IVa-b-1.12 | 5 | Naibibigay | sa pamamagitan ng pag-uugnay sa sariling karanasan | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-IVa-b-1.12 | 5 | Naibibigay | sa pamamagitan ng pag-uugnay sa sariling karanasan | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-IVd-f-1.13 | 5 | Naibibigay | sa pamamagitan ng paglalarawan | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PT-IVi-1.18 | 5 | Naibibigay | sa pamamagitan ng pagbibigay ng halimbawa | ang kahulugan ng pamilyar at di-pamilyar na mga salita | Filipino | |
| F5PB –If-h-11 | 5 | Naibibigay | ang mahahalagang pangyayari | sa nabasang talaarawan /talambuhay | Filipino | |
| F5PB-IIg-11 | 5 | Naibibigay | ang mahahalagang pangyayari | sa nabasang talaarawan/talambuhay | Filipino | |
| F5PB-IVi-14 | 5 | Naibibigay | ang mahahalagang pangyayari | Filipino | ||
| F5PB-IIh-10 | 5 | Naibibigay | ang paksa | ng isang talata | Filipino | |
| F5PB-Ij-10 | 5 | Naibibigay | ang paksa | ng isang talata | Filipino | |
| F5PN-Ic-g-7 | 5 | Naibibigay | ang paksa ng napakinggang kuwento/usapan | Filipino | ||
| F5PN-IIIf-17 | 5 | Naibibigay | ang paksa ng napakinggang kuwento/usapan | Filipino | ||
| F5PN-IVe-i-17 | 5 | Naibibigay | ang paksa ng napakinggang kuwento/usapan | Filipino | ||
| F5PN-IIg-17 | 5 | Naibibigay | ang paksa ng napakinggang kuwento/usapan/talata | Filipino | ||
| F5PD-IIf-13 | 5 | Naibibigay | ang paksa/layunin | ng pinanood na dokumentaryo | Filipino | |
| F5PU-IIIf-i-3 | 5 | Naiguguhit | ang paksa ng binasang teksto/tula | Filipino | ||
| F5PU-IIIfi-3 | 5 | Naiguguhit | ang paksa ng binasang teksto/tula | Filipino | ||
| F5PB-IIa-4 | 5 | Nailalarawan | ang mga tauhan at tagpuan ng teskto | Filipino | ||
| F5PD-I-g-11 | 5 | Nailalarawan | ang tagpuan at tauhan ng napanood na pelikula | Filipino | ||
| F5PS-IIa-c.12.1 | 5 | Nailalarawan | batay sa ikinilos o ginawi | ang tauhan | Filipino | |
| F5PS-IIa-c.12.1 | 5 | Nailalarawan | batay sa ikinilos o ginawi nito | ang tauhan | Filipino | |
| F5PS-IIb-12.1 | 5 | Nailalarawan | batay sa kilos at pagsasalita | ang tauhan | Filipino | |
| F5PL-0a-j-1 | 5 | Naipagmamalaki | sa pamamagitan ng paggamit nito | ang sariling wika | Filipino | |
| F5PL-Oa-j-1 | 5 | Naipagmamalaki | sa pamamagitan ng paggamit nito | ang sariling wika | Filipino | |
| F5PS-Ia-j-1 | 5 | Naipahahayag | ang sariling opinyon o reaksyon | sa isang napakinggang balita o usapan | Filipino | |
| F5PS-Ia-j-1 | 5 | Naipahahayag | ang sariling opinyon o reaksyon | sa isang napakinggang balita isyu o usapan | Filipino | |
| F5PS-IVb-h-1 | 5 | Naipahahayag | ang sariling opinyon o reaksyon o ideya | sa isang napakinggang isyu | Filipino | |
| F5PL-0a-j-7 | 5 | Naipakikita | sa pamamagitan ng pagpili ng babasahing angkop sa edad at kultura | ang hilig sa pagbabasa | Filipino | |
| F5PL-0a-j-7 | 5 | Naipakikita | sa pamamagitan ng pagpili ng babasahin at aklat na angkop sa edad at kultura | ang hilig sa pagbabasa | Filipino | |
| F5PL-0a-j6 | 5 | Naipakikita | ang pagtanggap sa mga ideya ng nabasang akda/teksto | Filipino | ||
| F5PL-0a-j-6 | 5 | Naipakikita | ang pagtanggap sa mga ideya ng nabasang akda/teksto | Filipino | ||
| F5PL-0a-j-6 | 5 | Naipamamalas | ang kasiyahan sa mga nabasang teksto | Filipino | ||
| F5PL-0a-j-3 | 5 | Naipamamalas | ang paggalang sa ideya, damdamin at kultura ng may akda ng tekstong napakinggan o nabasa | Filipino | ||
| F5PL-Oa-j-3 | 5 | Naipamamalas | ang paggalang sa ideya, damdamin at kultura ng may akda ng tekstong napakinggan o nabasa | Filipino | ||
| F5PD-IIg-12 | 5 | Naipapakita | sa pamamagitan ng pagsulat sa buod nito | ang pag-unawa sa napanood | Filipino | |
| F5PD-IIbd-12 | 5 | Naipapakita | sa pamamagitan ng kilos o galaw | ang pag-unawa sa pinanood | Filipino | |
| F5PD-IIbd-12 | 5 | Naipapakita | sa pamamagitan ng pagguhit | ang pag-unawa sa pinanood | Filipino | |
| F5PN-IVc-f-5 | 5 | Naisasakilos | ang napakinggang awit | Filipino | ||
| F5PS-IIdi-3.1 | 5 | Naisasalaysay | ang mga pangyayaring naobserbahan sa paligid | Filipino | ||
| F4PS-IIIh-j-6.6 | 5 | Naisasalaysay muli | sa pamamagitan ng pagsasadula | ang napakinggang teksto | Filipino | |
| F5PS-Ic-f-6.1 | 5 | Naisasalaysay muli | sa pamamagitan ng pagsasadula | ang napakinggang teksto | Filipino | |
| F5PS-Ic-f-6.1 | 5 | Naisasalaysay muli | sa tulong ng mga pangungusap | ang napakinggang teksto | Filipino | |
| F5PS-IIhc-6.2 | 5 | Naisasalaysay muli | sa tulong ng mga pangungusap | ang napakinggang teksto | Filipino | |
| F5PS-IIhc-6.2 | 5 | Naisasalaysay muli | ang napakinggang teksto | Filipino | ||
| F5PS-IIIf-h-6.6 | 5 | Naisasalaysay muli | gamit ang sariling salita | ang napakinggang teksto | Filipino | |
| F5PS-IIIf-h-6.6 | 5 | Naisasalaysay muli | gamit ang sariling salita sa pagsasadula | ang napakinggang teksto | Filipino | |
| F5EP-IIadf-10 | 5 | Naitatala | mula sa binasang teksto | ang mga impormasyon | Filipino | |
| F5EP-IIa-f-10 | 5 | Naitatala | mula sa binasang teksto | ang mga impormasyon | Filipino | |
| F5EP-Ib-10 | 5 | Naitatala | mula sa binasang teksto | ang mga mahahalagang impormasyon | Filipino | |
| F5PB-IIIc-1 | 5 | Naiuugnay | sa binasang talambuhay | ang sariling karanasan | Filipino | |
| F5PD-IVb-d-17 | 5 | Naiuugnay | sa napanood | ang sariling karanasan | Filipino | |
| F5PN-Ia-4 | 5 | Naiuugnay | sa napakinggang teksto | ang sariling karanasan | Filipino | |
| F5PN-III a-h-4 | 5 | Naiuugnay | sa napakinggang teksto | ang sariling karanasan | Filipino | |
| F5PN-III –a-h-4 | 5 | Naiuugnay | sa napakinggang teksto | ang sariling karanasan | Filipino | |
| F5PN-IIi-4 | 5 | Naiuugnay | sa napakinggang teksto | ang sariling karanasan | Filipino | |
| F5PN-IVj-4 | 5 | Naiuugnay | sa napakinggang teksto | ang sariling karanasan | Filipino | |
| F5PB-IVa-25 | 5 | Nakababasa | para kumuha ng impormasyon | Filipino | ||
| F5PS-IIIb-e-3.1 | 5 | Nakabubuo | ng mga tanong matapos mapakinggan ang isang salaysay | Filipino | ||
| F5EP-IVi-6 | 5 | Nakagagamit | sa pagsasaliksik | ng pangkalahatang sanggunian | Filipino | |
| F5PN-IVa-d-22 | 5 | Nakagagawa | ng dayagram ng ugnayang sanhi at bunga | mula sa tekstong napakinggan | Filipino | |
| F5PB-Ie-18 | 5 | Nakagagawa | batay sa nabasang kasaysayan | ng isang timeline | Filipino | |
| F5PU-IVj-7 | 5 | Nakagagawa | ng portfolio ng mga drawing at sulatin | Filipino | ||
| F5PD-IVe-j-18 | 5 | Nakagagawa | ng sariling dokumentaryo (pangkatang gawain) | Filipino | ||
| F5EP-IIIh-11 | 5 | Nakakukuha | sa pamamagitan ng pahapyaw na pagbasa | ng impormasyon | Filipino | |
| F5EP-IIIc-g-10 | 5 | Nakakukuha | buhat sa binasang teksto | ng tala | Filipino | |
| F5PN-Ih-17 | 5 | Nakapagbibigay | ng angkop na pamagat | sa tekstong napakinggan | Filipino | |
| F5PN-Ii-j-17 | 5 | Nakapagbibigay | ng angkop na pamagat | ng tekstong napakinggan | Filipino | |
| F5PB-Ig-8 | 5 | Nakapagbibigay | ng angkop na pamagat sa isang talata | Filipino | ||
| F5PN-IIj-12 | 5 | Nakapagbibigay | ng hinuha sa kalalabasan ng mga pangyayari sa napakinggang teskto | Filipino | ||
| F5PD-IIIb-g-15 | 5 | Nakapagbibigay | ng ibang wakas para sa pelikulang napanood at naibabahagi ito sa klase sa isang kakaibang paraan | Filipino | ||
| F5PN-IVgh-23 | 5 | Nakapagbibigay | ng lagom o buod ng tekstong napakinggan | Filipino | ||
| F5PS-IVe-9 | 5 | Nakapagbibigay | ng maaaring solusyon | sa isang naobserbahang suliranin | Filipino | |
| F5PS-Ih-8 | 5 | Nakapagbibigay | ng panuto | Filipino | ||
| F5PS-IIa-e-8.7 | 5 | Nakapagbibigay | ng panuto | na may 3 – 5 hakbang | Filipino | |
| F5PS-IIId-8.8 | 5 | Nakapagbibigay | gamit ang pangunahin at pangalawang direksyon | ng panuto | Filipino | |
| F5PS-IIIg-8 | 5 | Nakapagbibigay | ng panuto | na may 4-5 hakbang | Filipino | |
| F5PB-IVg-17 | 5 | Nakapagbibigay | ng sariling kuwento na may ilang bahaging naiiba sa kuwento | Filipino | ||
| F5PB-IId-21 | 5 | Nakapagbibigay | ng wakas | sa nabasang kuwento | Filipino | |
| F5PL-Oa-j-8 | 5 | Nakapagmumungkahi | ng mga magagandang babasahin | Filipino | ||
| F5PD-IIi-14 | 5 | Nakapagtatala | sa napanood na dokumentaryo | ng mahahalagang pangyayari | Filipino | |
| F5PB-IV-j-20 | 5 | Nakapagtatanong | tungkol sa impormasyong inilahad sa isang dayagram, tsart, mapa | Filipino | ||
| F5PD-IIIb-g-15 | 5 | Nakapag-uulat | tungkol sa pinanood | Filipino | ||
| F5EP-IVj-12 | 5 | Nakapipili | batay sa interes | ng angkop na aklat | Filipino | |
| F5PU-IVa-f-4 | 5 | Nakasisipi | ng talata mula sa huwaran | Filipino | ||
| F5PU-IIId-4 | 5 | Nakasisipi | ng talata mula sa huwaran | Filipino | ||
| F5PU-IIg-2.8 | 5 | Nakasusulat | nang may wastong baybay, bantas ang idiniktang talata | Filipino | ||
| F5EP-IIIi-11 | 5 | Nakasusulat | sa anyong pangungusap o paksa | ng balangkas | Filipino | |
| F5EP-Ih-11 | 5 | Nakasusulat | sa anyong pangungusap o paksa | ng balangkas ng binasang teksto | Filipino | |
| F5EP-IIbj-11 | 5 | Nakasusulat | ng balangkas ng binasang teksto | Filipino | ||
| F5PU-IIIj-2.11 | 5 | Nakasusulat | ng editoryal | Filipino | ||
| F5PU-IVeh-2.11 | 5 | Nakasusulat | ng iba’t ibang bahagi ng pahayagan | Filipino | ||
| F5PU-IVe-h-2.11 | 5 | Nakasusulat | ng iba’t ibang bahagi ng pahayagan | Filipino | ||
| F5PU-IIIe-2.8 | 5 | Nakasusulat | ng idiniktang liham ayon sa tamang anyo at ayos | Filipino | ||
| F5PU-Ia-2.8 | 5 | Nakasusulat | ng isang maikling balita | Filipino | ||
| F5PU-IIbf-2.1 | 5 | Nakasusulat | ng isang pagsasalaysay | Filipino | ||
| F5PU-IIbf-2.1 | 5 | Nakasusulat | ng isang pagsasalaysay | Filipino | ||
| F5PU-IVci-2.12 | 5 | Nakasusulat | ng iskrip | para sa radio broadcasting at teleradyo | Filipino | |
| F5PU-IVc-i-2.12 | 5 | Nakasusulat | ng iskrip | para sa radio broadcasting at teleradyo | Filipino | |
| F5PU-IIj-2.3 | 5 | Nakasusulat | ng liham na nagbibigay ng mungkahi | Filipino | ||
| F5PU-Ij-2.3 | 5 | Nakasusulat | ng liham-pangkaibigan | Filipino | ||
| F5PU-Ie-2.2 | 5 | Nakasusulat | ng maikling tula | Filipino | ||
| F5PU-IIIa-b-2.11 | 5 | Nakasusulat | ng simpleng islogan | Filipino | ||
| F5PU-IIIa-b-2.11 | 5 | Nakasusulat | ng simpleng patalastas | Filipino | ||
| F5PU-IIh-2.9 | 5 | Nakasusulat | ng sulating di-pormal (email) | Filipino | ||
| F5PU-IId-2.10 | 5 | Nakasusulat | ng sulating pormal | Filipino | ||
| F5PU-IIc-2.5 | 5 | Nakasusulat | ng talambuhay | Filipino | ||
| F5PU-If-2.1 | 5 | Nakasusulat | ng talatang nagsasalaysay | Filipino | ||
| F5PN-Ij-1.1 | 5 | Nakasusunod | sa panuto | na may 2–3 hakbang | Filipino | |
| F5PN-IIa-1.2 | 5 | Nakasusunod | sa hakbang ng isang gawain | Filipino | ||
| F5PB-IVe-2 | 5 | Nakasusunod | sa panuto | na nakasulat | Filipino | |
| F5PD-IVe-j-18 | 5 | Napaghahambing | ang iba’t ibang dokumentaryo | Filipino | ||
| F5PB-IIIi-5.5 | 5 | Napagsusunod-sunod | sa pamamagitan ng dugtungan | ang mga pangyayari | sa kuwento | Filipino |
| F5PD-Ij-12 | 5 | Napagsusunod-sunod | ang mga pangyayari | sa napanood na maikling pelikula | Filipino | |
| F5PN-IIIb-8.4 | 5 | Napagsusunod-sunod | ang mga pangyayari | sa tekstong napakinggan (kronolohikal na pagsusunod-sunod ) | Filipino | |
| F5PB –I b-5.4 | 5 | Napagsusunod-sunod | sa tulong ng nakalarawang balangkas | ang mga pangyayari sa kuwento | Filipino | |
| F5PB -IIj-5.2 | 5 | Napagsusunod-sunod | sa pamamagitan ng pamatnubay na tanong | ang mga pangyayari sa kuwento | Filipino | |
| F5PN-IIc-8.2 | 5 | Napagsusunod-sunod | sa pamamagitan ng pangungusap | ang mga pangyayari sa tekstong napakinggan | Filipino | |
| F5PL-Oa-j-4 | 5 | Napahahalagahan | sa pamamagitan ng aktibong pakikilahok sa usapan at gawaing pampanitikan | ang mga tekstong pampanitikan | Filipino | |
| F5PL-0a-j-4 | 5 | Napapahalagahan | sa pamamagitan ng pagtukoy sa mensahe nito | ang mga tekstong pampanitikan | Filipino | |
| F5PT-IIg-4.3 | 5 | Napapangkat | ang mga salitang magkakaugnay | Filipino | ||
| F5PT-IIIb-4.3 | 5 | Napapangkat | ang mga salitang magkakaugnay | Filipino | ||
| F5PT-IVc-j-6 | 5 | Napapangkat | ang mga salitang magkakaugnay | Filipino | ||
| F5PB-IIc-6.1 | 5 | Nasasabi | ang sanhi at bunga ng mga pangyayari | Filipino | ||
| F5PB-IIh-6.1 | 5 | Nasasabi | ang sanhi at bunga ng mga pangyayari | Filipino | ||
| F5PB-IIj-6.1 | 5 | Nasasabi | ang sanhi at bunga ng mga pangyayari | Filipino | ||
| F5WG-IIIij-8 | 5 | Nasasabi | kung ano ang simuno at panag-uri ng pangungusap | Filipino | ||
| F5WG-IIIi-j-8 | 5 | Nasasabi | kung ano ang simuno at panag-uri ng pangungusap | Filipino | ||
| F5PN-IIe-3.1 | 5 | Nasasagot | ang mga literal na tanong | sa napakinggang teksto | Filipino | |
| F5PN-IIIc-e-3.1 | 5 | Nasasagot | ang mga literal na tanong | tungkol sa napakinggang alamat | Filipino | |
| F5PN-IVb-3.1 | 5 | Nasasagot | ang mga literal na tanong | tungkol sa napakinggang kuwento | Filipino | |
| F5PB-Ia-3.1 | 5 | Nasasagot | ang mga tanong | sa binasang kuwento | Filipino | |
| F5PB-Ic-3.2 | 5 | Nasasagot | ang mga tanong | sa binasang tekstong pang-impormasyon | Filipino | |
| F5PB-Id-3.4 | 5 | Nasasagot | ang mga tanong | sa binasang anekdota | Filipino | |
| F5PB-Ie-3.3 | 5 | Nasasagot | ang mga tanong | sa binasang talaarawan | Filipino | |
| F5PB-IIf-3.3 | 5 | Nasasagot | ang mga tanong | sa binasang journal | Filipino | |
| F5PB-IIi-3.2 | 5 | Nasasagot | ang mga tanong | sa binasang tekstong pang-impormasyon | Filipino | |
| F5PB-IIIb-3.3 | 5 | Nasasagot | ang mga tanong | sa binasang talaarawan | Filipino | |
| F5PB-IVc-d-3.2 | 5 | Nasasagot | ang mga tanong | sa binasang paliwanag | Filipino | |
| F5PB-IVc-d-3.2 | 5 | Nasasagot | ang mga tanong | sa binasang tekstong pang-impormasyon | Filipino | |
| F5PD-Ib-10 | 5 | Nasasagot | ang mga tanong | tungkol sa pinanood | Filipino | |
| F5PN-Ie-3.1 | 5 | Nasasagot | ang mga tanong | tungkol sa napakinggang sawikain | Filipino | |
| F5PB-IIb-3.2 | 5 | Nasasagot | ang mga tanong na bakit at paano | Filipino | ||
| F5PB-IIIg-3.2 | 5 | Nasasagot | ang mga tanong na bakit at paano | Filipino | ||
| F5PB-IVf-3.2 | 5 | Nasasagot | ang mga tanong na bakit at paano | Filipino | ||
| F5PN-IIId-g-1 | 5 | Nasusunod | ang napakinggang panuto o hakbang ng isang gawain | Filipino | ||
| F5PN-IIId-g-1 | 5 | Nasusunod | ang napakinggang panuto o hakbang ng isang gawain | Filipino | ||
| F5PD-IVf-g-19 | 5 | Nasusuri | ang estilong ginamit ng gumawa ng maikling pelikula | Filipino | ||
| F5PD-IIIc-i-16 | 5 | Nasusuri | ang mga tauhan/tagpuan | sa napanood na maikling pelikula | Filipino | |
| F5PD-IIIc-i-16 | 5 | Nasusuri | ang mga tauhan/tagpuan at mga pangyayari | sa napanood na maikling pelikula | Filipino | |
| F5PB-IIIf-h-19 | 5 | Nasusuri | kung opinyon o katotohanan ang pahayag | Filipino | ||
| F5PL-0a-j-4 | 5 | Natutukoy | ang magagandang mensahe | ng binasang akda | Filipino | |
| F5PB-IVb-26 | 5 | Natutukoy | ang paniniwala ng may-akda ng teksto sa isang isyu | Filipino | ||
| H5GD-Ia-b-2 | 5 | Accepts | as a normal part of growth and development | changes | Health-PE | |
| H5GD-Ie-f-6 | 5 | Accepts | that most of these concerns are normal consequence of bodily changes during puberty, and that one can learn to manage them | Health-PE | ||
| H5SU-IIIf-g-11 | 5 | Analyzes | how the use and abuse of caffeine, tobacco, and alcohol can negatively impact the health of the individual, the family, and the community | Health-PE | ||
| H5GD-Ic-d-4 | 5 | Assesses | in terms of scientific basis and probable effects on health | issues | Health-PE | |
| PE5PF-Ib-h-18 | 5 | Assesses | regularly; based on physical activity pyramid | participation in physical activities | Health-PE | |
| PE5PF-IIb-h-18 | 5 | Assesses | regularly; based on physical activity pyramid | participation in physical activities | Health-PE | |
| PE5PF-IIIb-h-18 | 5 | Assesses | regularly; based on physical activity pyramid | participation in physical activities | Health-PE | |
| PE5PF-IVb-h-18 | 5 | Assesses | regularly; based on physical activity pyramid | participation in physical activities | Health-PE | |
| H5IS-IV-c-j-36 | 5 | Demonstrates | appropriate First Aid measures for common injuries or conditions | Health-PE | ||
| H5GD-Ig-h-7 | 5 | Demonstrates | empathy for persons undergoing these concerns and problems | Health-PE | ||
| H5SU-IIIh-12 | 5 | Demonstrates | in keeping healthy; through the non-use of gateway drugs | life skills | Health-PE | |
| H5PH-Ii-17 | 5 | Demonstrates | in preventing or managing teasing, bullying, harassment or abuse | skills | Health-PE | |
| H5PH-Ia-b-10 | 5 | Describes | a mentally, emotionally, and socially healthy person | Health-PE | ||
| H5GD-Ie-f-5 | 5 | Describes | common health issues and concerns during puberty | Health-PE | ||
| H5GD-Ic-d-3 | 5 | Describes | common misconceptions related to puberty | Health-PE | ||
| H5PH-Ig-15 | 5 | Describes | some emotional health concerns | Health-PE | ||
| H5PH-Ig-15 | 5 | Describes | some mental health concerns | Health-PE | ||
| H5PH-Ig-15 | 5 | Describes | Some mental, emotional and social health concerns | Health-PE | ||
| H5SU-IIId-e-10 | 5 | Describes | the general effects of the use and abuse of alcohol | Health-PE | ||
| H5SU-IIId-e-10 | 5 | Describes | the general effects of the use and abuse of caffeine | Health-PE | ||
| H5SU-IIId-e-10 | 5 | Describes | the general effects of the use and abuse of tobacco | Health-PE | ||
| PE5PF-Ia-16 | 5 | Describes | the physical activity pyramid | Health-PE | ||
| PE5PF-IIa-16 | 5 | Describes | the physical activity pyramid | Health-PE | ||
| PE5PF-IVa-16 | 5 | Describes | the physical activity pyramid | Health-PE | ||
| H5GD-Ia-b-1 | 5 | Describes | the physical, emotional and social changes during puberty | Health-PE | ||
| PE5GS-Ib-2 | 5 | Describes | the skills | involved in the games | Health-PE | |
| PE5GS-IIb-2 | 5 | Describes | the skills | involved in the games | Health-PE | |
| PE5RD-IIIb-2 | 5 | Describes | the skills | involved in the dance | Health-PE | |
| PE5RD-IVb-2 | 5 | Describes | the skills | involved in the dance | Health-PE | |
| H5GD-Ij-12 | 5 | Differentiates | sex from gender | Health-PE | ||
| H5IS-IVb-35 | 5 | Discusses | basic First Aid principles | Health-PE | ||
| H5GD-Ij-14 | 5 | Discusses | how family, media, religion, school and society in general reinforce gender roles | Health-PE | ||
| H5PH-Ih-16 | 5 | Discusses | the effects of mental, emotional, and social health concerns on one’s health and well-being | Health-PE | ||
| H5GD-Ii-11 | 5 | Discusses | the importance of seeking the advice of professionals or trusted and reliable adults in managing puberty-related health issues and concerns | Health-PE | ||
| H5SU-IIIc-9 | 5 | Discusses | the nature of alcohol use and abuse | Health-PE | ||
| H5SU-IIIc-9 | 5 | Discusses | the nature of caffeine use and abuse | Health-PE | ||
| H5SU-IIIc-9 | 5 | Discusses | the nature of nicotine use and abuse | Health-PE | ||
| H5GD-Ig-h-8 | 5 | Discusses | the negative health impact and ways of preventing major issues such as early and unwanted pregnancy | Health-PE | ||
| H5PH-If-14 | 5 | Discusses | ways of managing unhealthy relationships | Health-PE | ||
| PE5PF-IIIb-h-20 | 5 | Displays | during participation in physical activities | joy of effort and respect for others | Health-PE | |
| PE5PF-IVb-h-20 | 5 | Displays | during participation in physical activities | joy of effort and respect for others | Health-PE | |
| PE5PF-Ib-h-20 | 5 | Displays | during participation in physical activities | joy of effort, respect for others and fair play | Health-PE | |
| PE5PF-IIb-h-20 | 5 | Displays | during participation in physical activities | joy of effort, respect for others and fair play | Health-PE | |
| PE5GS-Ic-h-4 | 5 | Executes | different skills | involved in the game | Health-PE | |
| PE5GS-IIc-h-4 | 5 | Executes | different skills | involved in the game | Health-PE | |
| PE5RD-IIIc-h-4 | 5 | Executes | different skills | involved in the dance | Health-PE | |
| PE5RD-IVc-h-4 | 5 | Executes | different skills | involved in the dance | Health-PE | |
| PE5PF-Ia-21 | 5 | Explains | health and skill related fitness components | Health-PE | ||
| PE5PF-IIa-21 | 5 | Explains | health and skill related fitness components | Health-PE | ||
| PE5PF-IIIa-21 | 5 | Explains | health and skill related fitness components | Health-PE | ||
| PE5PF-IVa-21 | 5 | Explains | health and skill related fitness components | Health-PE | ||
| H5PH-Ie-13 | 5 | Explains | how healthy relationships can positively impact health | Health-PE | ||
| H5SU-IIIa-7 | 5 | Explains | the concept of gateway drugs | Health-PE | ||
| PE5PF-Ia-17 | 5 | Explains | the indicators for fitness | Health-PE | ||
| PE5PF-IIa-17 | 5 | Explains | the indicators for fitness | Health-PE | ||
| PE5PF-IVa-17 | 5 | Explains | the indicators for fitness | Health-PE | ||
| H5IS-IVa-34 | 5 | Explains | the nature and objectives of first aid | Health-PE | ||
| PE5GS-Ib-1 | 5 | Explains | the nature/background | of the games | Health-PE | |
| PE5GS-IIb-1 | 5 | Explains | the nature/background | of the games | Health-PE | |
| PE5RD-IIIb-1 | 5 | Explains | the nature/background | of the dance | Health-PE | |
| PE5RD-IVb-1 | 5 | Explains | the nature/background | of the dance | Health-PE | |
| H5SU-IIIi-j-13 | 5 | Follows | school policies and national laws related to the sale and use of tobacco and alcohol | Health-PE | ||
| H5GD-Ij-15 | 5 | Gives | examples of how male and female gender roles are changing | Health-PE | ||
| H5PH-Ij-18 | 5 | Identifies | appropriate resources and people who can help in dealing with mental, emotional, social, and health concerns | Health-PE | ||
| PE5PF-Ib-h-22 | 5 | Identifies | areas for improvement | Health-PE | ||
| PE5PF-IIb-h-22 | 5 | Identifies | areas for improvement | Health-PE | ||
| PE5PF-IIIb-h-22 | 5 | Identifies | areas for improvement | Health-PE | ||
| PE5PF-IVb-h-22 | 5 | Identifies | areas for improvement | Health-PE | ||
| H5GD-Ij-13 | 5 | Identifies | factors that influence gender identity and gender roles | Health-PE | ||
| H5SU-IIIb-8 | 5 | Identifies | products with caffeine | Health-PE | ||
| H5GD-Ii-9 | 5 | Knows | how to manage puberty-related health issues and concerns | Health-PE | ||
| PE5GS-Ib-h-3 | 5 | Observes | safety precautions | Health-PE | ||
| PE5GS-IIb-h-3 | 5 | Observes | safety precautions | Health-PE | ||
| PE5RD-IIIb-h-3 | 5 | Observes | safety precautions | Health-PE | ||
| PE5RD-IVb-h-3 | 5 | Observes | safety precautions | Health-PE | ||
| H5GD-Ii-10 | 5 | Practices | proper self-care | Health-PE | ||
| H5PH-Id-12 | 5 | Recognizes | signs of healthy and unhealthy relationships | Health-PE | ||
| PE5PF-Ib-h-19 | 5 | Recognizes | the value of participation | in physical activities | Health-PE | |
| PE5PF-IIb-h-19 | 5 | Recognizes | the value of participation | in physical activities | Health-PE | |
| PE5PF-IIIb-h-19 | 5 | Recognizes | the value of participation | in physical activities | Health-PE | |
| PE5PF-IVb-h-19 | 5 | Recognizes | the value of participation | in physical activities | Health-PE | |
| H5PH-Ic-11 | 5 | Suggests | ways to develop and maintain one’s mental and emotional health | Health-PE | ||
| M5NS-IIb-106.1 | 5 | Adds | without and with regrouping | decimal numbers | through thousandths | Math |
| M5NS-Ie-84 | 5 | Adds | without and with regrouping | fractions | Math | |
| M5NS-Ie-84 | 5 | Adds | without and with regrouping | mixed fractions | Math | |
| M5SP-IVi-16 | 5 | Analyzes | using experiments involving letter cards (A to Z) and number cards (0 to 20). | data | obtained from chance | Math |
| M5NS-IIb-104.2 | 5 | Arranges | decimal numbers. | Math | ||
| M5ME-IIIg-15 | 5 | Calculates | time in the different world time zones | in relation to the Philippines. | Math | |
| M5SP-IVg-1.5 | 5 | Collects | using any source | data on one to two variables | Math | |
| M5NS-IIb-104.2 | 5 | Compares | decimal numbers. | Math | ||
| M5GE-IIIc-20 | 5 | Compares | properties of irregular polygons. | Math | ||
| M5GE-IIIc-20 | 5 | Compares | properties of regular polygons. | Math | ||
| M5ME-IVd-80 | 5 | Converts | cu.cm to cu. m and vice versa | Math | ||
| M5ME-IVd-80 | 5 | Converts | cu.cm to L and vice versa | Math | ||
| M5SP-IVj-18 | 5 | Creates | non-routine problems involving experimental probability | Math | ||
| M5NS-Ie-71.2 | 5 | Creates | with reasonable answers | problems involving GCF of 2-3 given numbers. | Math | |
| M5NS-Ie-71.2 | 5 | Creates | with reasonable answers | problems involving LCM of 2-3 given numbers. | Math | |
| M5NS-Ih-93.1 | 5 | Creates | with reasonable answers | problems involving multiplication of fractions. | Math | |
| M5ME-IVe-84 | 5 | Creates | with reasonable answers | problems involving volume of a cube | Math | |
| M5ME-IVb-76 | 5 | Creates | with reasonable answers | problems involving a circle | Math | |
| M5NS-IIc-109.1 | 5 | Creates | with reasonable answers | problems involving addition of decimal numbers | including money. | Math |
| M5NS-Ic-60 | 5 | Creates | with reasonable answers | problems involving divisibility rules. | Math | |
| M5NS-IIg-121.1 | 5 | Creates | with reasonable answers | problems involving division of decimals | or with any of the other operations; including money. | Math |
| M5NS-Ij-98.1 | 5 | Creates | with reasonable answers | problems involving division of fractions. | or with any of the other operations | Math |
| M5NS-IIg-121.1 | 5 | Creates | with reasonable answers | problems involving division of whole numbers | or with any of the other operations; including money. | Math |
| M5NS-Ij-98.1 | 5 | Creates | with reasonable answers | problems involving division of whole numbers. | or with any of the other operations | Math |
| M5NS-Ic-60 | 5 | Creates | with reasonable answers | problems involving factors. | Math | |
| M5NS-Ic-60 | 5 | Creates | with reasonable answers | problems involving multiples. | Math | |
| M5NS-IIg-121.1 | 5 | Creates | with reasonable answers | problems involving multiplication of decimals | or with any of the other operations; including money. | Math |
| M5NS-IIg-121.1 | 5 | Creates | with reasonable answers | problems involving multiplication of whole numbers | or with any of the other operations; including money. | Math |
| M5NS-IIIb-141 | 5 | Creates | with reasonable answers | problems involving percentage | Math | |
| M5NS-IIc-109.1 | 5 | Creates | with reasonable answers | problems involving subtraction of decimal numbers | including money. | Math |
| M5ME-IVg-88 | 5 | Creates | with reasonable answers | problems involving temperature | Math | |
| M5SP-IVj-18 | 5 | Creates | routine problems involving experimental probability | Math | ||
| M5NS-IIj-127 | 5 | Defines | a proportion. | Math | ||
| M5NS-IIIa-137 | 5 | Defines | percentage, rate or percent, and base. | Math | ||
| M5NS-IIIa-137 | 5 | Defines | percentage, rate or percent, and base. | Math | ||
| M5NS-IIIa-137 | 5 | Defines | percentage, rate or percent, and base. | Math | ||
| M5ME-IVa-73 | 5 | Derives | a formula in finding the area of a circle. | Math | ||
| M5ME-IIIi-69 | 5 | Derives | a formula in finding the circumference of a circle. | Math | ||
| M5ME-IVc-79 | 5 | Derives | the formula in finding the volume of a cube | using cubic cm and cubic m. | Math | |
| M5ME-IVc-79 | 5 | Derives | the formula in finding the volume of a rectangular prism | using cubic cm and cubic m. | Math | |
| M5NS-IIj-127 | 5 | Describes | a proportion. | Math | ||
| M5GE-IIIc-20 | 5 | Describes | properties of irregular polygons. | Math | ||
| M5GE-IIId-23.1 | 5 | Describes | a circle. | Math | ||
| M5SP-IVi-14 | 5 | Describes | experimental probability. | Math | ||
| M5GE-IIIc-19 | 5 | Describes | polygons | with 5 or more sides. | Math | |
| M5GE-IIIc-20 | 5 | Describes | properties of regular polygons. | Math | ||
| M5GE-IIIe-25 | 5 | Describes | solid figures. | Math | ||
| M5NS-IIf-116.1 | 5 | Divides | decimals | with up to 2 decimal places. | Math | |
| M5NS-Ii-96.1 | 5 | Divides | fraction | Math | ||
| M5NS-Ii-96.1 | 5 | Divides | simple fractions | Math | ||
| M5NS-Ii-96.1 | 5 | Divides | whole numbers | Math | ||
| M5NS-IIf-116.2 | 5 | Divides | whole numbers | with quotients in decimal form. | Math | |
| M5SP-IVh-5.5 | 5 | Draws | inferences based on data | presented in a line graph. | Math | |
| M5GE-IIIe-24 | 5 | Draws | using a compass. | circles | with different radii | Math |
| M5GE-IIIc-21 | 5 | Draws | polygons | with 5 or more sides. | Math | |
| M5NS-IIc-107 | 5 | Estimates | with reasonable results. | the difference of decimal numbers | Math | |
| M5NS-IIg-117 | 5 | Estimates | with reasonable results. | the quotients of decimal numbers | Math | |
| M5NS-IIc-107 | 5 | Estimates | with reasonable results. | the sum of decimal numbers | Math | |
| M5ME-IVf-86 | 5 | Estimates | the temperature | Math | ||
| M5ME-IVd-82 | 5 | Estimates | using appropriate units of measure. | volume | Math | |
| M5NS-Ic-61.2 | 5 | Explains | Grouping, Multiplication, Division, Addition, Subtraction (GMDAS) rule. | Math | ||
| M5NS-Ic-61.2 | 5 | Explains | Parenthesis, Multiplication, Division, Addition, Subtraction (PMDAS) rule. | Math | ||
| M5NS-IIh-123 | 5 | Expresses | using either the colon (:) or fraction. | ratio | Math | |
| M5NS-IIi-125 | 5 | Expresses | in their simplest forms | ratios | Math | |
| M5ME-IVa-74 | 5 | Finds | the area of a given circle. | Math | ||
| M5ME-IIIi-70 | 5 | Finds | the circumference of a circle. | Math | ||
| M5NS-Id-68.2 | 5 | Finds | using continuous division. | the common factors of 2–4 numbers | Math | |
| M5NS-Id-69.2 | 5 | Finds | using continuous division. | the common multiples of 2–4 numbers | Math | |
| M5NS-Id-68.2 | 5 | Finds | using continuous division. | the GCF of 2–4 numbers | Math | |
| M5NS-Id-69.2 | 5 | Finds | using continuous division. | the LCM of 2–4 numbers | Math | |
| M5NS-IIi-126 | 5 | Finds | the missing term in a pair of equivalent ratios. | Math | ||
| M5NS-IIIb-139 | 5 | Finds | the percentage in a given problem. | Math | ||
| M5ME-IVd-81 | 5 | Finds | using cu. cm and cu. m. | the volume of a given cube | Math | |
| M5ME-IVd-81 | 5 | Finds | using cu. cm and cu. m. | the volume of a given rectangular prism | Math | |
| M5AL-IIIf-6 | 5 | Formulates | the rule in finding the next term in a sequence. | Math | ||
| M5NS-IIa-101.2 | 5 | Gives | the place value of a digit of a given decimal number | through ten thousandths. | Math | |
| M5NS-IIa-101.2 | 5 | Gives | the value of a digit of a given decimal number | through ten thousandths. | Math | |
| M5NS-IIIa-138 | 5 | Identifies | the base in a problem. | Math | ||
| M5NS-IIIa-138 | 5 | Identifies | the percentage in a problem. | Math | ||
| M5NS-IIi-124 | 5 | Identifies | equivalent ratios | Math | ||
| M5NS-IIIa-138 | 5 | Identifies | the rate in a problem. | Math | ||
| M5SP-IVh-3.5 | 5 | Interprets | data presented in different kinds of line graphs (double-line graph). | Math | ||
| M5SP-IVh-3.5 | 5 | Interprets | data presented in different kinds of line graphs (single-line graph). | Math | ||
| M5NS-Ic-61.2 | 5 | Interprets | Grouping, Multiplication, Division, Addition, Subtraction (GMDAS) rule. | Math | ||
| M5NS-Ic-61.2 | 5 | Interprets | Parenthesis, Multiplication, Division, Addition, Subtraction (PMDAS) rule. | Math | ||
| M5GE-IIIe-26 | 5 | Makes | using plane figures | models of different solid figures: cone | Math | |
| M5GE-IIIe-26 | 5 | Makes | using plane figures | models of different solid figures: cube | Math | |
| M5GE-IIIe-26 | 5 | Makes | using plane figures | models of different solid figures: cylinder | Math | |
| M5GE-IIIe-26 | 5 | Makes | using plane figures | models of different solid figures: prism | Math | |
| M5GE-IIIe-26 | 5 | Makes | using plane figures | models of different solid figures: pyramid | Math | |
| M5GE-IIIe-26 | 5 | Makes | using plane figures | models of different solid figures: sphere | Math | |
| M5ME-IIIh-68 | 5 | Measures | using appropriate tools. | circumference of a circle | Math | |
| M5ME-IVf-85 | 5 | Measures | using thermometer (alcohol and/or digital); in degree Celsius. | temperature | Math | |
| M5ME-IIIg-14 | 5 | Measures | using a 12-hour and a 24-hour clock. | time | Math | |
| M5NS-IId-111.1 | 5 | Multiplies | decimals | up to 2 decimal places | Math | |
| M5NS-IId-111.2 | 5 | Multiplies | decimals | with factors up to 2 decimal places. | Math | |
| M5NS-IId-111.1 | 5 | Multiplies | 1- to 2-digit whole numbers. | Math | ||
| M5NS-Ig-90.1 | 5 | Multiplies | a fraction | Math | ||
| M5NS-Ig-90.1 | 5 | Multiplies | a whole number | Math | ||
| M5NS-Ig-91 | 5 | Multiplies | mentally | proper fractions with denominators up to 10. | Math | |
| M5GE-IIIc-19 | 5 | Names | polygons | with 5 or more sides. | Math | |
| M5ME-IVc-78 | 5 | Names | the appropriate unit of measure used for measuring the volume of a cube. | Math | ||
| M5ME-IVc-78 | 5 | Names | the appropriate unit of measure used for measuring the volume of a rectangle prism. | Math | ||
| M5SP-IVg-2.5 | 5 | Organizes | in tabular form. | data | Math | |
| M5SP-IVi-15 | 5 | Performs | an experimental probability | Math | ||
| M5SP-IVg-2.5 | 5 | Presents | in a single/double horizontal or vertical bar graph. | data | Math | |
| M5NS-IIa-102.2 | 5 | Reads | decimal numbers | through ten thousandths. | Math | |
| M5NS-Ia-9.5 | 5 | Reads | in symbols and in words. | numbers | up to 10 000 000 | Math |
| M5ME-IVf-85 | 5 | Reads | using thermometer (alcohol and/or digital); in degree Celsius. | temperature | Math | |
| M5NS-IIj-128 | 5 | Recognizes | when two quantities are in direct proportion. | Math | ||
| M5SP-IVi-15 | 5 | Records | by listing. | result | Math | |
| M5NS-IIa-103.2 | 5 | Rounds | to the nearest hundredth and thousandth. | decimal numbers | Math | |
| M5NS-Ia-15.3 | 5 | Rounds | to the nearest hundred thousand and million. | numbers | Math | |
| M5NS-Ih-94 | 5 | Shows | that multiplying a fraction by its reciprocal is equal to 1. | Math | ||
| M5NS-Id-62.2 | 5 | Simplifies | using the PMDAS or GMDAS rule. | a series of operations on whole numbers involving more than two operations | Math | |
| M5NS-Ic-59 | 5 | Solves | non-routine problems involving divisibility rules for 2,3,4,5,6,8,9,10,11, and 13 | Math | ||
| M5NS-Ic-59 | 5 | Solves | non-routine problems involving factors for 2,3,4,5,6,8,9,10,11, and 13 | Math | ||
| M5NS-Ic-59 | 5 | Solves | non-routine problems involving multiples for 2,3,4,5,6,8,9,10,11, and 13 | Math | ||
| M5NS-IIc-108.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving addition of decimal numbers | including money | Math |
| M5NS-IIe-113.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving addition of decimals | including money | Math |
| M5NS-IIf-115 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving addition of decimals | including money | Math |
| M5NS-If-87.2 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving addition of fractions | Math | |
| M5NS-Ih-92.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving addition of fractions | Math | |
| M5NS-Ih-92.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving addition of whole numbers | Math | |
| M5NS-IIe-113.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving addition of whole numbers | including money | Math |
| M5NS-IIf-115 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving addition of whole numbers | including money | Math |
| M5ME-IIIj-71 | 5 | Solves | non-routine problems involving circumference of a circle. | Math | ||
| M5NS-IIg-120.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving division of decimals | including money; without or with any of the other operations | Math |
| M5NS-Ij-97.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving division of fractions | without or with any of the other operations | Math |
| M5NS-IIg-120.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving division of whole numbers | including money; without or with any of the other operations | Math |
| M5NS-Ij-97.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving division of whole numbers | without or with any of the other operations | Math |
| M5SP-IVj-17 | 5 | Solves | non-routine problems involving experimental probability. | Math | ||
| M5NS-IIe-113.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving multiplication of decimals | including money | Math |
| M5NS-IIf-115 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving multiplication of decimals | including money | Math |
| M5NS-Ih-92.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving multiplication of fractions | Math | |
| M5NS-Ih-92.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving multiplication of whole numbers | Math | |
| M5NS-IIe-113.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving multiplication of whole numbers | including money | Math |
| M5NS-IIf-115 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving multiplication of whole numbers | including money | Math |
| M5NS-IIIb-140 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving percentage | Math | |
| M5NS-IIe-113.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving subtraction of decimals | including money | Math |
| M5NS-IIf-115 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving subtraction of decimals | including money | Math |
| M5NS-If-87.2 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving subtraction of fractions | Math | |
| M5NS-Ih-92.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving subtraction of whole numbers | Math | |
| M5NS-IIe-113.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving subtraction of whole numbers | including money | Math |
| M5NS-IIf-115 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving subtraction of whole numbers | including money | Math |
| M5ME-IVf-87 | 5 | Solves | non-routine problems involving temperature | in real-life situations. | Math | |
| M5ME-IVb-75 | 5 | Solves | non-routine problems involving the area of a circle. | Math | ||
| M5ME-IVe-83 | 5 | Solves | routine using appropriate strategies and tools. | non-routine problems involving volume of a cube | in real-life situations | Math |
| M5ME-IVe-83 | 5 | Solves | routine and non-routine; appropriate strategies and tools. | non-routine problems involving volume of a rectangular prism | in real-life situations | Math |
| M5SP-IVh-4.5 | 5 | Solves | non-routine problems using data presented in a line graph. | Math | ||
| M5NS-Ih-92.1 | 5 | Solves | using appropriate problem solving strategies and tools. | non-routine roblems involving subtraction of fractions | Math | |
| M5NS-Ie-70.2 | 5 | Solves | problems involving GCF of 2-3 given numbers. | real-life | Math | |
| M5NS-Ie-70.2 | 5 | Solves | problems involving LCM of 2-3 given numbers. | real-life | Math | |
| M5ME-IIIg-.16 | 5 | Solves | problems involving time. | Math | ||
| M5NS-Ic-59 | 5 | Solves | routine problems involving divisibility rules for 2,3,4,5,6,8,9,10,11, and 13 | Math | ||
| M5NS-Ic-59 | 5 | Solves | routine problems involving factors for 2,3,4,5,6,8,9,10,11, and 13 | Math | ||
| M5NS-Ic-59 | 5 | Solves | routine problems involving multiples for 2,3,4,5,6,8,9,10,11, and 13 | Math | ||
| M5NS-IIc-108.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving addition of decimal numbers | including money | Math |
| M5NS-IIe-113.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving addition of decimals | including money | Math |
| M5NS-IIf-115 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving addition of decimals | including money | Math |
| M5NS-If-87.2 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving addition of fractions | Math | |
| M5NS-Ih-92.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving addition of fractions | Math | |
| M5NS-Ih-92.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving addition of whole numbers | Math | |
| M5NS-IIe-113.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving addition of whole numbers | including money | Math |
| M5NS-IIf-115 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving addition of whole numbers | including money | Math |
| M5ME-IIIj-71 | 5 | Solves | routine problems involving circumference of a circle. | Math | ||
| M5NS-IIg-120.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving division of decimals | including money; without or with any of the other operations | Math |
| M5NS-Ij-97.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving division of fractions | without or with any of the other operations | Math |
| M5NS-IIg-120.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving division of whole numbers | including money; without or with any of the other operations | Math |
| M5NS-Ij-97.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving division of whole numbers | without or with any of the other operations | Math |
| M5SP-IVj-17 | 5 | Solves | routine problems involving experimental probability. | Math | ||
| M5NS-IIe-113.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving multiplication of decimals | including money | Math |
| M5NS-IIf-115 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving multiplication of decimals | including money | Math |
| M5NS-Ih-92.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving multiplication of fractions | Math | |
| M5NS-Ih-92.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving multiplication of whole numbers | Math | |
| M5NS-IIe-113.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving multiplication of whole numbers | including money | Math |
| M5NS-IIf-115 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving multiplication of whole numbers | including money | Math |
| M5NS-IIIb-140 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving percentage | Math | |
| M5NS-IIe-113.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving subtraction of decimals | including money | Math |
| M5NS-IIf-115 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving subtraction of decimals | including money | Math |
| M5NS-If-87.2 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving subtraction of fractions | Math | |
| M5NS-Ih-92.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving subtraction of whole numbers | Math | |
| M5NS-IIe-113.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving subtraction of whole numbers | including money | Math |
| M5NS-IIf-115 | 5 | Solves | using appropriate problem solving strategies and tools. | routine problems involving subtraction of whole numbers | including money | Math |
| M5ME-IVf-87 | 5 | Solves | routine problems involving temperature | in real-life situations. | Math | |
| M5ME-IVb-75 | 5 | Solves | routine problems involving the area of a circle. | Math | ||
| M5ME-IVe-83 | 5 | Solves | using appropriate strategies and tools. | routine problems involving volume of a cube | in real-life situations | Math |
| M5ME-IVe-83 | 5 | Solves | using appropriate strategies and tools. | routine problems involving volume of a rectangular prism | in real-life situations | Math |
| M5SP-IVh-4.5 | 5 | Solves | routine problems using data presented in a line graph. | Math | ||
| M5NS-Ih-92.1 | 5 | Solves | using appropriate problem solving strategies and tools. | routine roblems involving subtraction of fractions | Math | |
| M5NS-Ic-61.2 | 5 | States | Grouping, Multiplication, Division, Addition, Subtraction (GMDAS) rule. | Math | ||
| M5NS-Ic-61.2 | 5 | States | Parenthesis, Multiplication, Division, Addition, Subtraction (PMDAS) rule. | Math | ||
| M5NS-IIb-106.1 | 5 | Subtracts | without and with regrouping | decimal numbers | through thousandths | Math |
| M5NS-If-85 | 5 | Subtracts | without and with regrouping | fractions | Math | |
| M5NS-If-85 | 5 | Subtracts | without and with regrouping | mixed fractions | Math | |
| M5ME-IVd-82 | 5 | Uses | appropriate units of measure for volume. | Math | ||
| M5AL-IIIf-14 | 5 | Uses | to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions | different strategies | Math | |
| M5NS-Ib-58.1 | 5 | Uses | to find the common factors of numbers. | divisibility rules for 2, 5, and 10 | Math | |
| M5NS-Ib-58.2 | 5 | Uses | to find common factors. | divisibility rules for 3, 6, and 9 | Math | |
| M5NS-Ib-58.3 | 5 | Uses | to find common factors. | divisibility rules for 4, 8, 12, | Math | |
| M5NS-Ii-95 | 5 | Visualizes | division of fractions. | Math | ||
| M5NS-Ia-1.5 | 5 | Visualizes | numbers | up to 10 000 000; with emphasis on numbers 100 001 – 1 000 001 | Math | |
| M5GE-IIId-23.1 | 5 | Visualizes | a circle. | Math | ||
| M5NS-IIb-105 | 5 | Visualizes | addition of decimals. | Math | ||
| M5ME-IIIh-67 | 5 | Visualizes | circumference of a circle. | Math | ||
| M5GE-IIId-22 | 5 | Visualizes | congruent polygons. | Math | ||
| M5NS-IIIa-136 | 5 | Visualizes | using models | decimal numbers | Math | |
| M5NS-IIf-115 | 5 | Visualizes | using pictorial models. | division of decimal numbers | Math | |
| M5NS-IIIa-136 | 5 | Visualizes | using models | fractions | Math | |
| M5NS-IId-110 | 5 | Visualizes | using pictorial models. | multiplication of decimal numbers | Math | |
| M5NS-Ig-89 | 5 | Visualizes | using models. | multiplication of fractions | Math | |
| M5NS-IIIa-136 | 5 | Visualizes | using models | percent | Math | |
| M5GE-IIIc-19 | 5 | Visualizes | polygons | with 5 or more sides. | Math | |
| M5NS-IIIa-136 | 5 | Visualizes | using models | ratios | Math | |
| M5GE-IIIe-25 | 5 | Visualizes | solid figures. | Math | ||
| M5NS-IIb-105 | 5 | Visualizes | subtraction of decimals. | Math | ||
| M5NS-IIh-122 | 5 | Visualizes | the ratio of 2 given numbers | Math | ||
| M5ME-IVc-77 | 5 | Visualizes | the volume of a cube | Math | ||
| M5ME-IVc-77 | 5 | Visualizes | the volume of a rectangular prism. | Math | ||
| M5NS-IIa-102.2 | 5 | Writes | decimal numbers | through ten thousandths. | Math | |
| M5NS-IIi-124 | 5 | Writes | equivalent ratios | Math | ||
| M5NS-Ia-9.5 | 5 | Writes | in symbols and in words. | numbers | up to 10 000 000 | Math |
| S5FE-IVc-3 | 5 | Communicates | the data collected from the investigation on soil erosion | Science | ||
| S5FE-IVa-1 | 5 | Describes | how rocks turn into soil | Science | ||
| S5LT-IIb-2 | 5 | Describes | the changes that occur during puberty | Science | ||
| S5LT-IIe-5 | 5 | Describes | the different modes of reproduction in animals such as cats, butterflies, mosquitoes, dogs and frogs | Science | ||
| S5LT-IIg-7 | 5 | Describes | the different modes of reproduction in flowering and non-flowering plants such as moss, fern, mongo and others | Science | ||
| S5FE-IVe-5 | 5 | Describes | the effects of a typhoon on the community | Science | ||
| S5FE-IVf-6 | 5 | Describes | the effects of the winds | given a certain storm warning signal | Science | |
| S5FE-IIIa-1 | 5 | Describes | by tracing and measuring its change in position (distance travelled) over a period of time | the motion of an object | Science | |
| S5LT-IIa-1 | 5 | Describes | the parts of the reproductive system and their functions | Science | ||
| S5LT-IIf-6 | 5 | Describes | the reproductive parts in plants and their functions | Science | ||
| S5MT-Ih-i-4 | 5 | Designs | a product out of local, recyclable solid and/or liquid materials in making useful products | Science | ||
| S5FE-IIIi-j-9 | 5 | Designs | to determine the factors that affect the strength of an electromagnet | an experiment | Science | |
| S5FE-IIIg-7 | 5 | Determines | the effects of changing the number or type of components in a circuit | Science | ||
| S5LT-IIh-8 | 5 | Discusses | the interactions among living and non-living things in estuaries and intertidal zones | Science | ||
| S5FE-IIIc-3 | 5 | Discusses | why some materials are good conductors of heat and electricity | Science | ||
| S5LT-IIc-3 | 5 | Explains | the menstrual cycle | Science | ||
| S5LT-Ii-j-10 | 5 | Explains | the need to protect and conserve estuaries and intertidal zones | Science | ||
| S5LT-IId-4 | 5 | Gives | ways of taking care of the reproductive organs | Science | ||
| S5FE-IVi-j-1 | 5 | Identifies | star patterns that can be seen at particular times of the year | Science | ||
| S5FE-IIId-4 | 5 | Infers | how black and colored objects affect the ability to absorb heat | Science | ||
| S5FE-IIIh-8 | 5 | Infers | that electricity can be used to produce magnets | Science | ||
| S5FE-IIIf-6 | 5 | Infers | the conditions necessary to make a bulb light up | Science | ||
| S5MT-Ic-d-2 | 5 | Investigates | changes that happen in materials under the following conditions: lack of oxygen, presence of oxygen and application of heat | Science | ||
| S5FE-IVb-2 | 5 | Investigates | the extent of soil erosion in the community and its effects on living things and the environment | Science | ||
| S5FE-IVd-4 | 5 | Observes | the changes in the weather before, during and after a typhoon | Science | ||
| S5MT-Ie-g-3 | 5 | Recognizes | the importance of recycle, reduce, reuse, recover and repair in waste management | Science | ||
| S5FE-IIIe-5 | 5 | Relates | the ability of the material to absorb, block and transmit light to its use | Science | ||
| S5FE-IVg-h-7 | 5 | Relates | the cyclical pattern to the length of a month | Science | ||
| S5FE-IIIb-2 | 5 | Uses | appropriate measuring tools and correct standard units | Science | ||
| S5MT-Ia-b-1 | 5 | Uses | to determine whether they are useful or harmful | the properties of materials | Science |
K to 12 Grade Levels:
- Kindergarten Curriculum Competencies
- Grade 1 Curriculum Competencies
- Grade 2 Curriculum Competencies
- Grade 3 Curriculum Competencies
- Grade 4 Curriculum Competencies
- Grade 6 Curriculum Competencies
- Grade 7 Curriculum Competencies
- Grade 8 Curriculum Competencies
- Grade 9 Curriculum Competencies
- Grade 10 Curriculum Competencies
- Grade 11 Curriculum Competencies
- Grade 12 Curriculum Competencies
