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 6 Curriculum Competencies
A database which serves as a search facility for Grade 6 competencies.
| Code | Grade Level | Verb | Verb Complexity | Noun | Noun Complexity | Subject |
|---|---|---|---|---|---|---|
| AP6TDK-IVg-h-7 | 6 | Nabibigyang-halaga | ang bahaging ginagampanan ng bawat mamamayan sa pagtataguyod ng kaunlaran ng bansa sa malikhaing paraan | AP | ||
| AP6TDK-IVb-3 | 6 | Nabibigyang-halaga | ang kontribusyon ng “People Power 1” sa muling pagkamit ng kalayaan at kasarinlan sa mapayapang paraan | AP | ||
| AP6SHK-IIId-3 | 6 | Nabibigyang-halaga | ang mga karapatang tinatamasa ng isang malayang bansa | AP | ||
| AP6PMK-Ih-11 | 6 | Nabibigyang-halaga | ang mga kontribusyon ng mga Natatanging Pilipinong nakipaglaban para sa kalayaan. Hal: Emilio Aguinaldo, Gregorio del Pilar, Miguel Malvar, at iba pang Pilipino | AP | ||
| AP6KDP-IId-4 | 6 | Nabibigyang-katwiran | ang ginawang paglutas sa mga suliraning panlipunan at pangkabuhayan sa panahon ng Komonwelt | AP | ||
| AP6SHK-IIIe-4 | 6 | Nabibigyang-katwiran | ang pagtatanggol ng mga mamamayan sa kalayaan at hangganan ng teritoryo ng bansa | AP | ||
| AP6SHK-IIId-3 | 6 | Nabibigyang-konklusyon | na ang isang bansang malaya ay may soberanya | AP | ||
| AP6PMK-Ia-2 | 6 | Nagagamit | sa pagpapaliwanag ng pagbabago ng hangganan at lawak ng teritoryo ng Pilipinas batay sa kasaysayan | ang grid sa globo at mapang politikal | AP | |
| AP6PMK-Ic-5 | 6 | Nahihinuha | ang implikasyon ng kawalan ng pagkakaisa sa himagsikan /kilusan at pagbubuo ng Pilipinas bilang isang bansa | AP | ||
| AP6TDK-IVd-e-5 | 6 | Naiisa-isa | ang mga kaakibat na tungkulin na binibigyang diin ng Saligang Batas ng 1987 | AP | ||
| AP6TDK-IVb-2 | 6 | Naiisa-isa | ang mga karanasan ng mga piling taumbayan sa panahon ng Batas Militar (Hal., Aquino Jr., Salonga, Lopez, Diokno, Lino Brocka, Cervantes) | AP | ||
| AP6SHK-IIIe-g-5 | 6 | Naiisa-isa | ang mga kontribusyon ng bawat pangulo na nakapagdulot ng kaunlaran sa lipunan at sa bansa | AP | ||
| AP6TDK-IVc-d-4 | 6 | Naiisa-isa | ang mga kontribusyon ng bawat pangulo na nakapagdulot ng kaunlaran sa lipunan at sa bansa | AP | ||
| AP6TDK-IVb-2 | 6 | Naiisa-isa | ang mga pangyayari na nagbigay-daan sa pagbuo ng “People Power 1” | AP | ||
| AP6TDK-IVa-1 | 6 | Naiisa-isa | ang mga pangyayari na nagbigay-daan sa pagtatakda ng Batas Militar | AP | ||
| AP6KDP-IIb-2 | 6 | Nailalarawan | ang sistema at balangkas ng Pamahalaang Kolonyal | AP | ||
| AP6KDP-IIf-g-7 | 6 | Nailalarawan | ang sistema at balangkas ng pamahalaang kolonyal ng mga Hapones | AP | ||
| AP6TDK-IVi-8 | 6 | Naipahahayag | ang saloobin na mahalagang tungkulin ng bawat mamamayan tungo sa pag-unlad ng bansa ang aktibong pakikilahok | AP | ||
| AP6TDK-IVg-h-7 | 6 | Naipakikita | ang kaugnayan ng pagtitipid sa enerhiya sa pag-unlad ng bansa | AP | ||
| AP6PMK-Ic-5 | 6 | Naipaliliwanag | ang ambag ng Kilusang Propaganda sa pagpukaw ng damdaming makabayan ng mga Pilipino (hal. La Liga Filipina, Asociacion Hispano Filipino) | AP | ||
| AP6PMK-Ib-4 | 6 | Naipaliliwanag | ang ambag ng pagpapatibay ng dekretong edukasyon ng 1865 | AP | ||
| AP6PMK-Ib-4 | 6 | Naipaliliwanag | ang ambag ng pag-usbong ng uring mestizo | AP | ||
| AP6SHK-IIIa-b-1 | 6 | Naipaliliwanag | ang epekto ng “colonial mentality” pagkatapos ng Ikalawang Digmaang Pandaigdig. | AP | ||
| AP6PMK-Ia-3 | 6 | Naipaliliwanag | ang kahalagahan ng lokasyon ng Pilipinas sa ekonomiya at politika ng Asya at mundo | AP | ||
| AP6TDK-IVg-h-7 | 6 | Naipaliliwanag | ang kahalagahan ng pagpapabuti at pagpapaunlad ng uri ng produkto o kalakal ng bansa sa pag-unlad ng kabuhayan nito | AP | ||
| AP6TDK-IVg-h-7 | 6 | Naipaliliwanag | ang kahalagahan ng pangangalaga sa kapaligiran | AP | ||
| AP6KDP-IIf-g-7 | 6 | Naipaliliwanag | ang kontribusyon ng pagtatag ng Ikalawang Republika ng Pilipinas at mga patakarang may kinalaman sa pagsasarili | AP | ||
| AP6KDP-IIf-g-7 | 6 | Naipaliliwanag | ang Mga Patakaran at Batas Pang-ekonomiya gaya ng War Economy at Economy of Survival at ang mga resulta nito. | AP | ||
| AP6KDP-IIf-6 | 6 | Naipaliliwanag | ang motibo ng pananakop ng Hapon sa bansa | AP | ||
| AP6SHK-IIId-3 | 6 | Naipalilliwanag | ang kahalagahan ng panlabas na soberanya (external sovereignty) ng bansa | AP | ||
| AP6SHK-IIId-3 | 6 | Naipalilliwanag | ang kahalagahan ng panloob na soberanya (internal sovereignty) ng bansa | AP | ||
| AP6TDK-IVg-h-7 | 6 | Naiuugnay | ang kahalagahan ng pagtangkilik sa sariling produkto sa pag-unlad at pagsulong ng bansa | AP | ||
| AP6SHK-IIIg-6 | 6 | Naiuugnay | sa kasalukuyan | ang mga suliranin, isyu at hamon ng kasarinlan noong panahon ng Ikatlong Republika na nakakahadlang sa pag-unlad ng bansa | AP | |
| AP6SHK-IIIe-g-5 | 6 | Nakabubuo | ng konklusyon tungkol sa pamamahala ng mga nasabing pangulo | AP | ||
| AP6TDK-IVa-1 | 6 | Nakabubuo | ng konklusyon ukol sa epekto ng Batas Militar sa politika, pangkabuhayan at pamumuhay ng mga Pilipino | AP | ||
| AP6SHK-IIIh-7 | 6 | Nakapagbibigay | ng sariling pananaw tungkol sa mga pagtugon ng mga Pilipino sa patuloy na mga suliranin, isyu at hamon ng kasarinlan sa kasalukuyan. | AP | ||
| AP6KDP-IIh-9 | 6 | Nakapagbibigay | ng sariling pananaw tungkol sa naging epekto sa mga Pilipino ng pamamahala ng mga dayuhang mananakop. | AP | ||
| AP6SHK-IIIe-g-5 | 6 | Nakasusulat | ng maikling sanaysay tungkol sa mga patakaran ng piling pangulo at ang ambag nito sa pag-unlad ng lipunan at bansa | AP | ||
| AP6TDK-IVc-d-4 | 6 | Nakasusulat | ng maikling sanaysay tungkol sa mga patakaran ng piling pangulo at ang ambag nito sa pag-unlad ng lipunan at bansa | AP | ||
| AP6PMK-If-9 | 6 | Napahahalagahan | ang deklarasyon ng kasarinlan ng mga Pilipino | AP | ||
| AP6PMK-If-9 | 6 | Napahahalagahan | ang pagkakatatag ng Kongreso ng Malolos | AP | ||
| AP6SHK-IIIe-g-5 | 6 | Napahahalagahan | ang pamamahala ng mga naging pangulo ng bansa mula 1946 hanggang 1972 | AP | ||
| AP6PMK-Ig-10 | 6 | Napapahalagahan | ang pangyayari sa Digmaang Pilipino-Amerikano. Hal: Unang Putok sa panulukan ng Silencio at Sociego, Sta. Mesa; Labanan sa Tirad Pass; Balangiga Massacre | AP | ||
| AP6TDK-IVc-d-4 | 6 | Nasisiyasat | ang mga programa ng pamahalaan sa pagtugon ng mga hamon sa pagkabansa ng mga Pilipino mula 1986 hanggang sa kasalukuyan | AP | ||
| AP6SHK-IIIc-2 | 6 | Nasusuri | ang iba’t ibang reaksyon ng mga Pilipino sa mga epekto sa pagsasarili ng bansa na ipinapahayag ng ilang di-pantay na kasunduan tulad ng Philippine Rehabilitation Act , parity rights at Kasunduang Base Militar | AP | ||
| AP6PMK-Ib-4 | 6 | Nasusuri | ang konteksto ng pag-usbong ng liberal na ideya tungo sa pagbuo ng kamalayang nasyonalismo | AP | ||
| AP6KDP-IId-4 | 6 | Nasusuri | ang kontribusyon ng pamahalaang Komonwelt | AP | ||
| AP6PMK-Ic-5 | 6 | Nasusuri | ang mga ginawa ng mga makabayang Pilipino sa pagkamit ng kalayaan | AP | ||
| AP6TDK-IVe-f-6 | 6 | Nasusuri | ang mga kontemporaryong isyu ng lipunan tungo sa pagtugon sa mga hamon ng malaya at maunlad na bansa | AP | ||
| AP6TDK-IVe-f-6 | 6 | Nasusuri | ang mga kontemporaryong isyu ng lipunan tungo sa pagtugon sa mga hamon ng malaya at maunlad na bansa: Pampulitika (Hal., usaping pangteritoryo sa Philippine Sea, korupsyon, atbp) | AP | ||
| AP6TDK-IVe-f-6 | 6 | Nasusuri | ang mga kontemporaryong isyu ng lipunan tungo sa pagtugon sa mga hamon ng malaya at maunlad na bansa: Pangkabuhayan (Hal., open trade, globalisasyon, atbp) | AP | ||
| AP6TDK-IVe-f-6 | 6 | Nasusuri | ang mga kontemporaryong isyu ng lipunan tungo sa pagtugon sa mga hamon ng malaya at maunlad na bansa: Pangkapaligiran (climate change, atbp) | AP | ||
| AP6TDK-IVe-f-6 | 6 | Nasusuri | ang mga kontemporaryong isyu ng lipunan tungo sa pagtugon sa mga hamon ng malaya at maunlad na bansa: Panlipunan (Hal., OFW, gender, drug at child abuse, atbp) | AP | ||
| AP6PMK-Ig-10 | 6 | Nasusuri | ang mga mahahalagang pangyayari sa pakikibaka ng mga Pilipino sa panahon ng Digmaang Pilipino-Amerikano | AP | ||
| AP6KDP-IIa-1 | 6 | Nasusuri | ang mga pagbabago sa lipunan sa panahon ng mga Amerikano | AP | ||
| AP6SHK-IIIa-b-1 | 6 | Nasusuri | ang mga pangunahing suliranin at hamon sa kasarinlan pagkatapos ng Ikalawang Digmaang Pandaigdig | AP | ||
| AP6PMK-Id-6 | 6 | Nasusuri | ang mga pangyayari sa himagsikan laban sa kolonyalismong Espanyol: Kasunduan sa Biak-na-Bato | AP | ||
| AP6PMK-Id-6 | 6 | Nasusuri | ang mga pangyayari sa himagsikan laban sa kolonyalismong Espanyol: Sigaw sa Pugad-Lawin | AP | ||
| AP6PMK-Id-6 | 6 | Nasusuri | ang mga pangyayari sa himagsikan laban sa kolonyalismong Espanyol: Tejeros Convention | AP | ||
| AP6TDK-IVc-d-4 | 6 | Nasusuri | ang mga patakaran at programa ng pamahalaan tungo sa pag-unlad ng bansa | AP | ||
| AP6SHK-IIIe-g-5 | 6 | Nasusuri | ang mga patakaran at programa ng pamahalaan upang matugunan ang mga suliranin at hamon sa kasarinlan at pagkabansa ng mga Pilipino | AP | ||
| AP6KDP-IIb-2 | 6 | Nasusuri | ang mga patakaran ng malayang kalakalan (free trade) na pinairal ng mga Amerikano | AP | ||
| AP6TDK-IVa-1 | 6 | Nasusuri | ang mga suliranin at hamon sa kasarinlan at pagkabansa ng mga Pilipino sa ilalim ng Batas Militar | AP | ||
| AP6KDP-IIg-8 | 6 | Nasusuri | ang pakikibaka ng mga Pilipino para sa kalayaan sa pananakop ng mga Hapon (hal., USAFFE , HukBaLaHap, iba pang kilusang Gerilya) | AP | ||
| AP6KDP-IIb-2 | 6 | Nasusuri | ang pamahalaang kolonyal ng mga Amerikano | AP | ||
| AP6KDP-IIf-g-7 | 6 | Nasusuri | ang sistema ng pamamahala sa panahon ng mga Hapones | AP | ||
| AP6SHK-IIIa-b-1 | 6 | Natatalakay | ang “parity rights” | AP | ||
| AP6KDP-IIb-2 | 6 | Natatalakay | ang epekto ng malayang kalakalan(free trade) Hal: Kalakalan ng Pilipinas at U.S.; Pananim at Sakahan | AP | ||
| AP6PMK-Ib-4 | 6 | Natatalakay | ang epekto ng pagbubukas ng mga daungan ng bansa sa pandaigdigang kalakalan | AP | ||
| AP6KDP-IIa-1 | 6 | Natatalakay | ang kalagayang pangkalusugan ng mga Pilipino sa panahon ng mga Amerikano | AP | ||
| AP6PMK-Ig-10 | 6 | Natatalakay | ang Kasunduang Bates (1830-1901) | AP | ||
| AP6PMK-Ic-5 | 6 | Natatalakay | ang kilusan para sa sekularisasyon ng mga parokya at ang Cavite Mutiny (1872) | AP | ||
| AP6PMK-Ie-7 | 6 | Natatalakay | ang mga ambag ni Andres Bonifacio, ang Katipunan at Himagsikan ng 1896 sa pagbubuo ng Pilipinas bilang isang bansa | AP | ||
| AP6TDK-IVd-e-5 | 6 | Natatalakay | ang mga karapatang tinatamasa ng mamayan ayon sa Saligang Batas ng 1987 | AP | ||
| AP6KDP-IIe-5 | 6 | Natatalakay | ang mga mahahalagang pangyayari sa pananakop ng mga Hapones. Hal: Labanan sa Bataan, Death March, Labanan sa Corregidor | AP | ||
| AP6TDK-IVd-e-5 | 6 | Natatalakay | ang mga mungkahi tungo sa pagbabago sa ilang probisyon ng Saligang Batas 1987 | AP | ||
| AP6TDK-IVb-2 | 6 | Natatalakay | ang mga pagtutol sa Batas Militar na nagbigay daan sa pagbuo ng samahan laban sa Diktaturang Marcos | AP | ||
| AP6TDK-IVb-2 | 6 | Natatalakay | ang mga pangyayari sa bansa na nagbigay wakas sa Diktaturang Marcos | AP | ||
| AP6KDP-IIb-2 | 6 | Natatalakay | ang mga Patakarang Pasipikasyon at Kooptasyon ng pamahalaang Amerikano | AP | ||
| AP6KDP-IId-4 | 6 | Natatalakay | ang mga programa ng pamahalaan sa panahon ng pananakop (hal. Katarungang Panlipunan, Patakarang Homestead, pagsulong ng pambansang wika, pagkilala sa karapatan ng kababaihan sa pagboboto) | AP | ||
| AP6PMK-Ig-10 | 6 | Natatalakay | ang motibo ng pananakop ng Amerikano sa bansa sa panahon ng paglawak ng kanyang “polical empire” | AP | ||
| AP6PMK-Ic-5 | 6 | Natatalakay | ang pagtatag at paglaganap ng Katipunan | AP | ||
| AP6KDP-IIa-1 | 6 | Natatalakay | ang pag-unlad ng transportasyon at komunikasyon at ang epekto nito sa pamumuhay ng mga Pilipino | AP | ||
| AP6PMK-Ie-8 | 6 | Natatalakay | ang partisipasyon ng mga kababaihan sa rebolusyon Pilipino | AP | ||
| AP6KDP-IIa-1 | 6 | Natatalakay | ang sistema ng edukasyong ipinatutupad ng mga Amerikano at ang epekto nito | AP | ||
| AP6SHK-IIIa-b-1 | 6 | Natatalakay | ang suliraning pangkabuhayan pagkatapos ng digmaan at ang naging pagtugon sa mga suliranin | AP | ||
| AP6SHK-IIIa-b-1 | 6 | Natatalakay | ang ugnayang kalakalan sa Estados Unidos | AP | ||
| AP6SHK-IIIa-b-1 | 6 | Natatalakay | ang ugnayang Pilipino-Amerikano sa konteksto ng kasunduang militar na nagbigay daan sa pagtayo ng base militar ng Estados Unidos sa Pilipinas | AP | ||
| AP6PMK-Ia-1 | 6 | Natutukoy | sa globo at mapa; batay sa ”absolute location” nito (longitude at latitude) | ang lokasyon ng Pilipinas sa mundo | AP | |
| AP6KDP-IId-3 | 6 | Natutukoy | ang mahahalagang pangyayaring may kinalaman sa unti-unting pagsasalin ng kapangyarihan sa mga Pilipino tungo sa pagsasarili | AP | ||
| AP6PMK-Ig-10 | 6 | Natutukoy | ang mga pangyayaring nagbigay daan sa digmaan ng mga Pilipino laban sa Estados Unidos | AP | ||
| AP6SHK-IIId-3 | 6 | Nauunawaan | ang kahalagahan ng pagkakaroon ng soberanya sa pagpapanatili ng kalayaan ng isang bansa | AP | ||
| MU6ME-IIa-2 | 6 | Analyzes | the melodic patterns of songs in C Major keys | Arts-Music | ||
| MU6ME-IIa-2 | 6 | Analyzes | the melodic patterns of songs in F Major keys | Arts-Music | ||
| MU6ME-IIa-2 | 6 | Analyzes | the melodic patterns of songs in G major keys | Arts-Music | ||
| MU6FO-IIIa-b-2 | 6 | Analyzes | the musical forms of the following songs: Ang Bayan Ko | Arts-Music | ||
| MU6FO-IIIa-b-2 | 6 | Analyzes | the musical forms of the following songs: Bahay Kubo | Arts-Music | ||
| MU6FO-IIIa-b-2 | 6 | Analyzes | the musical forms of the following songs: Happy Birthday | Arts-Music | ||
| MU6FO-IIIa-b-2 | 6 | Analyzes | the musical forms of the following songs: Ili-ili Tulog Anay | Arts-Music | ||
| MU6FO-IIIa-b-2 | 6 | Analyzes | the musical forms of the following songs: Joy to the World | Arts-Music | ||
| MU6FO-IIIa-b-2 | 6 | Analyzes | the musical forms of the following songs: Leron,Leron,Sinta; Sitsiritsit | Arts-Music | ||
| MU6FO-IIIa-b-2 | 6 | Analyzes | the musical forms of the following songs: Lupang Hinirang | Arts-Music | ||
| MU6FO-IIIa-b-2 | 6 | Analyzes | the musical forms of the following songs: Pamulinawen | Arts-Music | ||
| MU6FO-IIIa-b-2 | 6 | Analyzes | the musical forms of the following songs: Paruparong Bukid | Arts-Music | ||
| MU6FO-IIIa-b-2 | 6 | Analyzes | the musical forms of the following songs: Silent Night | Arts-Music | ||
| MU6FO-IIIa-b-2 | 6 | Analyzes | the musical forms of the following songs: Tinikling | Arts-Music | ||
| A6PR-IIIc | 6 | Applies | concepts on the steps/procedure in silkscreen printing | Arts-Music | ||
| A6PR-If | 6 | Applies | concepts on the steps/procedures in cartoon character making | Arts-Music | ||
| A6PR-Ib | 6 | Applies | concepts on the use of the software (commands, menu, etc.) | Arts-Music | ||
| A6PR-IIb | 6 | Applies | concepts on the use of the software (commands, menu, etc.) | Arts-Music | ||
| A6PR-IVf | 6 | Applies | concepts on the use of the software (commands, menu, etc.) | Arts-Music | ||
| MU6TX-IVc-d-4 | 6 | Applies | as accompaniment to simple songs | primary chords (I, IV, V) | Arts-Music | |
| A6PR-IIg | 6 | Applies | using new technologies (hardware and software); in making a poster. | skills in layouting | Arts-Music | |
| A6PR-IIg | 6 | Applies | using new technologies (hardware and software); in making a poster. | skills in photo editing | Arts-Music | |
| A6PL-IVe | 6 | Appreciates | the elements and principles applied in audio-video art | Arts-Music | ||
| A6PL-Ie | 6 | Appreciates | the elements and principles applied in comic art | Arts-Music | ||
| A6PL-Ia | 6 | Appreciates | the elements and principles applied in commercial art | Arts-Music | ||
| A6PL-IIa | 6 | Appreciates | the elements and principles applied in digital art | Arts-Music | ||
| A6PL-IIf | 6 | Appreciates | the elements and principlesapplied in layouting | Arts-Music | ||
| A6PL-IVa | 6 | Appreciates | the elements and principlesapplied in product design | Arts-Music | ||
| A6PR-Ih | 6 | Creates | to entertain, express opinions, ideas, etc. | own cartoon character | Arts-Music | |
| A6PR-IIc | 6 | Creates | a digital painting similar with the Masters (e.g., Van Gogh, Amorsolo, etc.) in terms of style, theme, etc. | Arts-Music | ||
| A6PR-Id | 6 | Creates | a personal or class logo as a visual representation that can be used as a product and/or brand | Arts-Music | ||
| A6PR-IVd | 6 | Creates | an actual 3-D digitally-enhanced product design for a paper bag | Arts-Music | ||
| A6PR-IIh | 6 | Creates | an advertisement/commercial or announcement poster | Arts-Music | ||
| A6PR-IVh | 6 | Creates | an audio-video art /animation promoting a product | Arts-Music | ||
| MU6RH-Ig-h-5 | 6 | Creates | in 2/4, 3/4, 4/4 and 6/8 time signatures | rhythmic patterns | Arts-Music | |
| MU6ME-IIa-4 | 6 | Creates | in 4.1 C Major, 4.2 G Major, and 4.3 F Major scales | simple melodies | Arts-Music | |
| MU6ME-IIa-1 | 6 | Demonstrates | the ability to sing, read, and write simple musical notations in the Key of C Major | Arts-Music | ||
| MU6ME-IIa-1 | 6 | Demonstrates | the ability to sing, read, and write simple musical notations in the Key of F Major | Arts-Music | ||
| MU6ME-IIa-1 | 6 | Demonstrates | the ability to sing, read, and write simple musical notations in the Key of G Major | Arts-Music | ||
| MU6RH-Ib-e-3 | 6 | Demonstrates | the conducting gestures of the 2/4 time signature | Arts-Music | ||
| MU6RH-Ib-e-3 | 6 | Demonstrates | the conducting gestures of the 3/4 time signature | Arts-Music | ||
| MU6RH-Ib-e-3 | 6 | Demonstrates | the conducting gestures of the 4/4 time signature | Arts-Music | ||
| MU6RH-Ib-e-3 | 6 | Demonstrates | the conducting gestures of the 6/8 time signature | Arts-Music | ||
| MU6TX-IVa-b-3 | 6 | Demonstrates | by following tempo marks in a familiar song, Ex: “Pandangguhan” | the different kinds of tempo | Arts-Music | |
| MU6TB-IIId-e-4 | 6 | Describes | the distinct sound quality of the different instruments of the orchestra | Arts-Music | ||
| MU6RH-Ib-e-2 | 6 | Differentiates | among 2/4, 3/4, 4/4 and 6/8 time signatures | Arts-Music | ||
| MU6TX-IVa-b-2 | 6 | Distinguishes | as used in a song | between ritardando and accelerando | Arts-Music | |
| MU6TX-IVc-d-3 | 6 | Distinguishes | monophonic, homophonic, and polyphonic textures | Arts-Music | ||
| MU6HA-IVe-f-3 | 6 | Distinguishes | the sound of a major chord from a minor chord | Arts-Music | ||
| MU6TB-IIId-e-2 | 6 | Distinguishes | aurally | the sound of each section of the Western orchestra | Arts-Music | |
| MU6DY-IIIf-g-1 | 6 | Distinguishes | in a music heard | varied dynamic levels: piano (p), mezzo piano (mp), pianissimo (pp), forte (f), mezzo forte (mf), fortissimo (ff), crescendo (<), decrescendo (>) | Arts-Music | |
| A6PR-Ih | 6 | Explains | ideas about the cartoon character | Arts-Music | ||
| A6PR-Id | 6 | Explains | ideas about the logo | Arts-Music | ||
| MU6TX-IVc-d-2 | 6 | Identifies | different textures: instrumental - ensemble | Arts-Music | ||
| MU6TX-IVc-d-2 | 6 | Identifies | different textures: instrumental - solo | Arts-Music | ||
| MU6TX-IVc-d-2 | 6 | Identifies | different textures: vocal - duet, partner songs, round songs | Arts-Music | ||
| MU6TX-IVc-d-2 | 6 | Identifies | different textures: vocal - solo voice | Arts-Music | ||
| MU6TX-IVc-d-2 | 6 | Identifies | different textures: vocal - solo voice with accompaniment | Arts-Music | ||
| MU6FO-IIIa-b-1 | 6 | Identifies | simple musical forms: binary (AB) - has 2 contrasting sections (AB) | Arts-Music | ||
| MU6FO-IIIa-b-1 | 6 | Identifies | simple musical forms: rondo (ABACA) - has contrasting sections in between repetitions of the A section (ABACA) | Arts-Music | ||
| MU6FO-IIIa-b-1 | 6 | Identifies | simple musical forms: ternary (ABA) - has 3 sections, the third section similar to the first; (ABC) – has 3 sections | Arts-Music | ||
| MU6TB-IIId-3 | 6 | Identifies | the characteristics of each instrument in each section of the orchestra | Arts-Music | ||
| MU6TX-IVa-b-1 | 6 | Identifies | the different tempo: accelerando | in a given song or music | Arts-Music | |
| MU6TX-IVa-b-1 | 6 | Identifies | the different tempo: allegro | in a given song or music | Arts-Music | |
| MU6TX-IVa-b-1 | 6 | Identifies | the different tempo: andante | in a given song or music | Arts-Music | |
| MU6TX-IVa-b-1 | 6 | Identifies | the different tempo: largo | in a given song or music | Arts-Music | |
| MU6TX-IVa-b-1 | 6 | Identifies | the different tempo: presto | in a given song or music | Arts-Music | |
| MU6TX-IVa-b-1 | 6 | Identifies | the different tempo: ritardando | in a given song or music | Arts-Music | |
| MU6TX-IVa-b-1 | 6 | Identifies | the different tempo: vivace | in a given song or music | Arts-Music | |
| A6PR-IIIg | 6 | Identifies | the functions of the camera (point and shoot or phone camera) | Arts-Music | ||
| MU6TB-IIId-1 | 6 | Identifies | visually and aurally | the instrumental sections of the Western orchestra | Arts-Music | |
| MU6HA-IVe-1 | 6 | Identifies | the intervals of the following major triads: dominant (V) | Arts-Music | ||
| MU6HA-IVe-1 | 6 | Identifies | the intervals of the following major triads: subdominant (IV) | Arts-Music | ||
| MU6HA-IVe-1 | 6 | Identifies | the intervals of the following major triads: tonic (I) | Arts-Music | ||
| MU6RH-Ia-1 | 6 | Identifies | the notes/rests used in a particular song | Arts-Music | ||
| A6PR-IIIg | 6 | Identifies | the parts of the camera (point and shoot or phone camera) | Arts-Music | ||
| MU6HA-IVf-2 | 6 | Identifies | the primary chords of its relative minor scales: A minor (Am) | Arts-Music | ||
| MU6HA-IVf-2 | 6 | Identifies | the primary chords of its relative minor scales: D minor (Dm) | Arts-Music | ||
| MU6HA-IVf-2 | 6 | Identifies | the primary chords of its relative minor scales: E minor (Em) | Arts-Music | ||
| MU6RH-If-4 | 6 | Identifies | through conducting | the relationship of the first and last measure in an incomplete measure | Arts-Music | |
| MU6TX-IVc-d-1 | 6 | Identifies | aurally | the texture of musical pieces: homophonic | Arts-Music | |
| MU6TX-IVc-d-1 | 6 | Identifies | aurally | the texture of musical pieces: monophonic | Arts-Music | |
| MU6TX-IVc-d-1 | 6 | Identifies | aurally | the texture of musical pieces: polyphonic | Arts-Music | |
| A6EL-IVa | 6 | Knows | that design principles and elements relate to everyday objects | Arts-Music | ||
| A6EL-IIIa | 6 | Knows | that design principles still apply for any new design (contrast of colors, shapes, and lines produces harmony) | whether done by hand or machine (computer) | Arts-Music | |
| A6PR-IVb | 6 | Manifests | understanding of concepts on the use of software (commands, menu, etc.) | Arts-Music | ||
| A6PR-IIIh | 6 | Produces | for a simple photo essay | a printed photograph | Arts-Music | |
| A6PR-IIId | 6 | Produces | to convey a message or statement | own prints from original design to silkscreen printing | Arts-Music | |
| A6EL-Ia | 6 | Realizes | that art processes, elements and principles still apply even with the use of new technologies | Arts-Music | ||
| A6EL-Ie | 6 | Realizes | that art processes, elements and principles still apply even with the use of technologies | Arts-Music | ||
| A6EL-IIa | 6 | Realizes | that art processes, elements and principles still apply even with the use of technologies | Arts-Music | ||
| A6EL-IIe | 6 | Realizes | that art processes, elements and principles still apply even with the use of technologies | Arts-Music | ||
| A6EL-IIIe | 6 | Realizes | that art processes, elements and principles still apply even with the use of technologies | Arts-Music | ||
| A6EL-IVe | 6 | Realizes | that art processes, elements and principles still apply even with the use of technologies | Arts-Music | ||
| MU6ME-IIa-5 | 6 | Sings | self-composed melodies in C Major keys | Arts-Music | ||
| MU6ME-IIa-5 | 6 | Sings | self-composed melodies in F Major keys | Arts-Music | ||
| MU6ME-IIa-5 | 6 | Sings | self-composed melodies in G major keys | Arts-Music | ||
| MU6ME-IIa-3 | 6 | Sings and plays | solo or with group | melodies/songs in C Major | Arts-Music | |
| MU6ME-IIa-3 | 6 | Sings and plays | solo or with group | melodies/songs in F Major | Arts-Music | |
| MU6ME-IIa-3 | 6 | Sings and plays | solo or with group | melodies/songs in G Major | Arts-Music | |
| A6PL-IIIf | 6 | Understands | concepts of photography | Arts-Music | ||
| A6PL-IIIf | 6 | Understands | principles of photography | Arts-Music | ||
| A6PL-IIIb | 6 | Understands | that digital technology has speeded up the printing of original designs and made it accessible to many | as emphasized in t-shirts and poster designs | Arts-Music | |
| MU6FO-IIIc-3 | 6 | Uses | the different repeat marks that are related to form: ║: :║ | Arts-Music | ||
| MU6FO-IIIc-3 | 6 | Uses | the different repeat marks that are related to form: ┌───┐1┌───┐2 (ending 1, ending 2) | Arts-Music | ||
| MU6FO-IIIc-3 | 6 | Uses | the different repeat marks that are related to form: Al Fine (up to the end) | Arts-Music | ||
| MU6FO-IIIc-3 | 6 | Uses | the different repeat marks that are related to form: D.C. al Fine (repeat from the beginning until the word Fine) | Arts-Music | ||
| MU6FO-IIIc-3 | 6 | Uses | the different repeat marks that are related to form: Da Capo (D.C.) | Arts-Music | ||
| MU6FO-IIIc-3 | 6 | Uses | the different repeat marks that are related to form: Dal Segno (D.S.) | Arts-Music | ||
| MU6HA-IVg-h-4 | 6 | Uses | as accompaniment to simple songs | the major triad | Arts-Music | |
| MU6DY-IIIh-2 | 6 | Uses | varied dynamic levels in a song | Arts-Music | ||
| A6PR-Ic | 6 | Utilizes | in using new technologies (hardware and software) | art skills | Arts-Music | |
| A6PR-Ig | 6 | Utilizes | in using new technologies (hardware and software); in cartoon character making | art skills | Arts-Music | |
| A6PR-IId | 6 | Utilizes | in using new technologies (hardware and software); in digital painting | art skills | Arts-Music | |
| A6PR-IVc | 6 | Utilizes | in using new technologies (hardware and software); in package design | art skills | Arts-Music | |
| A6PR-IVg | 6 | Utilizes | in using new technologies (hardware and software) | art skills | Arts-Music | |
| EN6RC-Ib-6.1 | 6 | Analyzes | in terms of its elements (rhymes) | a poem with 4 or more stanzas | English | |
| EN6RC-Ib-6.2 | 6 | Analyzes | in terms of its elements (sound devices) | a poem with 4 or more stanzas | English | |
| EN6RC-Ib-6.3 | 6 | Analyzes | in terms of its elements (imagery) | a poem with 4 or more stanzas | English | |
| EN6RC-Ib-6.4 | 6 | Analyzes | in terms of its elements (figurative language) | a poem with 4 or more stanzas | English | |
| EN6RC-If- 6.12 | 6 | Analyzes | figures of speech (culture-based euphemism) | English | ||
| EN6RC-Ie-6.10 | 6 | Analyzes | figures of speech (hyperbole) | English | ||
| EN6RC-Ie-6.11 | 6 | Analyzes | figures of speech (irony) | English | ||
| EN6RC-Id-6.9 | 6 | Analyzes | figures of speech (metaphor) | English | ||
| EN6RC-Id-6.8 | 6 | Analyzes | figures of speech (simile) | English | ||
| EN6LC-Ia- 2.3.3 | 6 | Analyzes | in a text heard | sound devices (alliteration) | English | |
| EN6RC-Ia-2.3.3 | 6 | Analyzes | sound devices (alliteration) | English | ||
| EN6LC-Ia- 2.3.2 | 6 | Analyzes | in a text heard | sound devices (assonance) | English | |
| EN6RC-Ia-2.3.2 | 6 | Analyzes | sound devices (assonance) | English | ||
| EN6RC-Ia-2.3.9 | 6 | Analyzes | sound devices (consonance) | English | ||
| EN6LC-Ia- 2.3.7 | 6 | Analyzes | in a text heard | sound devices (hyperbole) | English | |
| EN6LC-Ic- 2.3.7 | 6 | Analyzes | in a text heard | sound devices (hyperbole) | English | |
| EN6LC-Ia- 2.3.8 | 6 | Analyzes | in a text heard | sound devices (irony) | English | |
| EN6LC-Ic- 2.3.8 | 6 | Analyzes | in a text heard | sound devices (irony) | English | |
| EN6LC-Ia- 2.3.1 | 6 | Analyzes | in a text heard | sound devices (onomatopoeia) | English | |
| EN6RC-Ia-2.3.1 | 6 | Analyzes | sound devices (onomatopoeia) | English | ||
| EN6LC-Ia- 2.3.6 | 6 | Analyzes | in a text heard | sound devices (personification) | English | |
| EN6LC-Ib- 2.3.6 | 6 | Analyzes | in a text heard | sound devices (personification) | English | |
| EN6VC-Ij-3.3.1 | 6 | Analyzes | the characters used in digital materials (age, gender, race, nationality, attitude, behavior) | English | ||
| EN6VC-Ii-3.3.1 | 6 | Analyzes | the characters used in non-print materials (age, gender, race, nationality, attitude, behavior) | English | ||
| EN6VC-Ij-3.3.1 | 6 | Analyzes | the characters used in non-print materials (age, gender, race, nationality, attitude, behavior) | English | ||
| EN6VC-Ii-3.3.1 | 6 | Analyzes | the characters used in print materials (age, gender, race, nationality, attitude, behavior) | English | ||
| EN6VC-Ij-3.3.1 | 6 | Analyzes | the characters used in print materials (age, gender, race, nationality, attitude, behavior) | English | ||
| EN6VC-Ii-3.3.4 | 6 | Analyzes | the setting used in digital materials (urban or rural, affluent or poor) | English | ||
| EN6VC-Ij-3.3.4 | 6 | Analyzes | the setting used in digital materials (urban or rural, affluent or poor) | English | ||
| EN6VC-Ii-3.3.4 | 6 | Analyzes | the setting used in non-print materials (urban or rural, affluent or poor) | English | ||
| EN6VC-Ij-3.3.4 | 6 | Analyzes | the setting used in non-print materials (urban or rural, affluent or poor) | English | ||
| EN6VC-Ii-3.3.4 | 6 | Analyzes | the setting used in print materials (urban or rural, affluent or poor) | English | ||
| EN6VC-Ij-3.3.4 | 6 | Analyzes | the setting used in print materials (urban or rural, affluent or poor) | English | ||
| EN6SS-IVb-1.9 | 6 | Assesses | credibility of sources of information | English | ||
| EN6V-IIIa-8.1 | 6 | Clarifies | using dictionaries | meaning of words | English | |
| EN6V-IIIa-8.2 | 6 | Clarifies | using thesaurus | meaning of words | English | |
| EN6V-IIIb-8.3 | 6 | Clarifies | using online resources | meaning of words | English | |
| EN6WC-IVb-2.2.11 | 6 | Composes | a persuasive essay on self-selected topic | three-paragraph | English | |
| EN6WC-IVe-2.2.11 | 6 | Composes | a persuasive essay on self-selected topic | three-paragraph | English | |
| EN6WC-IVg-2.2.11 | 6 | Composes | a persuasive essay on self-selected topic | three-paragraph | English | |
| EN6WC-IVi-2.2.11 | 6 | Composes | a persuasive essay on self-selected topic | three-paragraph | English | |
| EN6G-If-4.4.3 | 6 | Composes | using appropriate grammatical structures: pronoun-reference agreement (case) | clear and coeherent sentences | English | |
| EN6G-Ig-4.4.1 | 6 | Composes | using appropriate grammatical structures: pronoun-reference agreement (number) | clear and coeherent sentences | English | |
| EN6G-IIe-6.8 | 6 | Composes | using appropriate grammatical structures: adverbs of manner | clear and coeherent sentences | English | |
| EN6G-IIh-8.3 | 6 | Composes | using appropriate grammatical structures: subordinate conjunctions | clear and coeherent sentences | English | |
| EN6G-IIh-8.4 | 6 | Composes | using appropriate grammatical structures: coordinate conjunctions | clear and coeherent sentences | English | |
| EN6G-Ij-3.9 | 6 | Composes | using appropriate grammatical structures: subject-verb agreement | clear and coeherent sentences | English | |
| EN6G-Ia-2.3.1 | 6 | Composes | using appropriate grammatical structures: pluralization of regular nouns | clear and coherent sentences | English | |
| EN6G-Ib-2.3.2 | 6 | Composes | using appropriate grammatical structures: pluralization of irregular nouns | clear and coherent sentences | English | |
| EN6G-Ic-3.2 | 6 | Composes | using appropriate grammatical structures: tenses of verbs | clear and coherent sentences | English | |
| EN6G-Id-3.3 | 6 | Composes | using appropriate grammatical structures: aspects of verbs | clear and coherent sentences | English | |
| EN6G-If-4.4.2 | 6 | Composes | using appropriate grammatical structures: pronoun-reference agreement (gender) | clear and coherent sentences | English | |
| EN6G-Ig-4.4.2 | 6 | Composes | using appropriate grammatical structures: pronoun-reference agreement (gender) | clear and coherent sentences | English | |
| EN6G-Ig-4.4.3 | 6 | Composes | using appropriate grammatical structures: pronoun-reference agreement (case) | clear and coherent sentences | English | |
| EN6G-Ih-3.9 | 6 | Composes | using appropriate grammatical structures: subject-verb agreement | clear and coherent sentences | English | |
| EN6G-Ii-3.9 | 6 | Composes | using appropriate grammatical structures: subject-verb agreement | clear and coherent sentences | English | |
| EN6G-IIa-5.2 | 6 | Composes | using appropriate grammatical structures: degrees of regular adjectives | clear and coherent sentences | English | |
| EN6G-IIa-5.5 | 6 | Composes | using appropriate grammatical structures: order of regular adjectives | clear and coherent sentences | English | |
| EN6G-IIb-5.2.1 | 6 | Composes | using appropriate grammatical structures: degrees of irregular adjectives | clear and coherent sentences | English | |
| EN6G-IIb-5.5.1 | 6 | Composes | using appropriate grammatical structures: order of irregular adjectives | clear and coherent sentences | English | |
| EN6G-IIc-6.6 | 6 | Composes | using appropriate grammatical structures: adverbs of intensity | clear and coherent sentences | English | |
| EN6G-IId-6.7 | 6 | Composes | using appropriate grammatical structures: adverbs of frequency | clear and coherent sentences | English | |
| EN6G-IIf-6.5 | 6 | Composes | using appropriate grammatical structures: adverbs of place and time | clear and coherent sentences | English | |
| EN6G-IIg-7.3.1 | 6 | Composes | using appropriate grammatical structures: prepositions | clear and coherent sentences | English | |
| EN6G-IIg-7.3.2 | 6 | Composes | using appropriate grammatical structures: prepositional phrases | clear and coherent sentences | English | |
| EN6G-IIi-8.3 | 6 | Composes | using appropriate grammatical structures: subordinate conjunctions | clear and coherent sentences | English | |
| EN6G-IIi-8.4 | 6 | Composes | using appropriate grammatical structures: coordinate conjunctions | clear and coherent sentences | English | |
| EN6G-IIj-8.3 | 6 | Composes | using appropriate grammatical structures: subordinate conjunctions | clear and coherent sentences | English | |
| EN6G-IIj-8.4 | 6 | Composes | using appropriate grammatical structures: coordinate conjunctions | clear and coherent sentences | English | |
| EN6G-If-4.4.1 | 6 | Composes | using appropriate grammatical structures: pronoun-reference agreement (number) | clear coherent sentences | English | |
| EN6SS-IVd-2.3 | 6 | Conducts | short research projects | on a relevant issue | English | |
| EN6SS-IVe-2.3 | 6 | Conducts | short research projects | on a relevant issue | English | |
| EN6SS-IVf-2.3 | 6 | Conducts | short research projects | on a relevant issue | English | |
| EN6SS-IVg-2.3 | 6 | Conducts | short research projects | on a relevant issue | English | |
| EN6SS-IVh-2.3 | 6 | Conducts | short research projects | on a relevant issue | English | |
| EN6SS-IVi-2.3 | 6 | Conducts | short research projects | on a relevant issue | English | |
| EN6SS-IVj-2.3 | 6 | Conducts | short research projects | on a relevant issue | English | |
| EN6VC-Ie-5.1.5 | 6 | Describes | different forms and conventions of film and moving pictures (acting) | English | ||
| EN6VC-Ib-5.1.2 | 6 | Describes | different forms and conventions of film and moving pictures (blocking) | English | ||
| EN6VC-Id-5.1.4 | 6 | Describes | different forms and conventions of film and moving pictures (characterization) | English | ||
| EN6VC-If-5.1.6 | 6 | Describes | different forms and conventions of film and moving pictures (dialogue) | English | ||
| EN6VC-Ic-5.1.3 | 6 | Describes | different forms and conventions of film and moving pictures (direction) | English | ||
| EN6VC-Ia-5.1.1 | 6 | Describes | different forms and conventions of film and moving pictures (lights) | English | ||
| EN6VC-Ig-5.1.7 | 6 | Describes | different forms and conventions of film and moving pictures (setting) | English | ||
| EN6VC-Ih-5.1.8 | 6 | Describes | different forms and conventions of film and moving pictures (set-up) | English | ||
| EN6LC-IIIb- 3.1.12 | 6 | Detects | biases and propaganda devices used by speakers | English | ||
| EN6LC-IIIc- 3.1.12 | 6 | Detects | biases and propaganda devices used by speakers | English | ||
| EN6RC-Ic-6.6 | 6 | Determines | mood of the author | English | ||
| EN6VC-IVc-7.2 | 6 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN6VC-IVa-7.2 | 6 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN6VC-IVb-7.2 | 6 | Determines | points of view that are explicitly used to influence viewers | English | ||
| EN6VC-IVb-7.3 | 6 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN6VC-IVc-7.3 | 6 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN6VC-IVa-7.3 | 6 | Determines | propaganda that are explicitly used to influence viewers | English | ||
| EN6RC-Ic-6.7 | 6 | Determines | purpose of the author | English | ||
| EN6VC-IVc-7.1 | 6 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN6VC-IVa-7.1 | 6 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN6VC-IVb-7.1 | 6 | Determines | stereoptypes that are explicitly used to influence viewers | English | ||
| EN6RC-Ic-6.5 | 6 | Determines | tone of the author | English | ||
| EN6RC-IIIa-3.2.8 | 6 | Distinguishes | text-types | according to purpose and language features -enumeration | English | |
| EN6RC-IIIb-3.2.9 | 6 | Distinguishes | text-types | according to purpose and language features - Time-order (sequence, recounts, process) | English | |
| EN6RC-IIIc-3.2.7 | 6 | Distinguishes | text-types | according to purpose and language features - comparison and contrast | English | |
| EN6RC-IVa-3.2.6 | 6 | Distinguishes | text-types | according to purpose and language features - cause and effect | English | |
| EN6RC-IVb-3.2.6 | 6 | Distinguishes | text-types | according to purpose and language features - cause and effect | English | |
| EN6RC-IVc-3.2.5 | 6 | Distinguishes | text-types | according to purpose and language features - problem and solution | English | |
| EN6RC-IVd-3.2.5 | 6 | Distinguishes | text-types | according to purpose and language features - problem and solution | English | |
| EN6LC-IIc- 3.2 | 6 | Distinguishes | various types of factual text | English | ||
| EN6LC-IIa- 3.2 | 6 | Distinguishes | various types of informational/factual text | English | ||
| EN6LC-IIb- 3.2 | 6 | Distinguishes | various types of informational/factual text | English | ||
| EN6LC-IIc- 3.2 | 6 | Distinguishes | various types of informational/factual text | English | ||
| EN6OL-IIa-3.7 | 6 | Employs | an appropriate style of speaking, adjusting, gestures, rate, volume | according to audience and purpose | English | |
| EN6OL-IIb-3.7 | 6 | Employs | an appropriate style of speaking, adjusting, gestures, rate, volume | according to audience and purpose | English | |
| EN6OL-IIc-3.7 | 6 | Employs | an appropriate style of speaking, adjusting, gestures, rate, volume | according to audience and purpose | English | |
| EN6RC-Ig-2.24.1 | 6 | Evaluates | based on how the author developed the elements: setting | narratives | English | |
| EN6RC-Ig-2.24.2 | 6 | Evaluates | based on how the author developed the elements: characters (Heroes and Villains) | narratives | English | |
| EN6RC-Ih-2.24.3 | 6 | Evaluates | based on how the author developed the elements: plot (chronological-sequential, en medias res, flashback) | narratives | English | |
| EN6RC-Ii-2.24.4 | 6 | Evaluates | based on how the author developed the elements: theme | narratives | English | |
| EN6RC-Ii-2.24.5 | 6 | Evaluates | based on how the author developed the elements: point of view | narratives | English | |
| EN6SS-IIa-1.3 | 6 | Gathers | from various sources - glossaries | relevant information | English | |
| EN6SS-IIa-1.4 | 6 | Gathers | from various sources – indices | relevant information | English | |
| EN6SS-IIb-1.4 | 6 | Gathers | from various sources - dictionaries | relevant information | English | |
| EN6SS-IIb-1.4.1 | 6 | Gathers | from various source - dictionary and thesaurus | relevant information | English | |
| EN6SS-IIc-1.4.2 | 6 | Gathers | from various sources - almanacs | relevant information | English | |
| EN6SS-IIc-1.4.3 | 6 | Gathers | from various sources - encyclopedia | relevant information | English | |
| EN6SS-IId-1.7 | 6 | Gathers | from various sources - online references | relevant information | English | |
| EN6VC-IIIa-6.2 | 6 | Identifies | fact images and non-fact images | English | ||
| EN6VC-IIIb-6.2 | 6 | Identifies | fact images and non-fact images | English | ||
| EN6VC-IIIa-6.1 | 6 | Identifies | real images and make-believe | English | ||
| EN6VC-IIIb-6.1 | 6 | Identifies | real images and make-believe | English | ||
| EN6VC-IIIc-7.1 | 6 | Identifies | the values suggested in the visual media | English | ||
| EN6VC-IIId-7.1 | 6 | Identifies | the values suggested in the visual media | English | ||
| EN6V-IId-12.4.2.3 | 6 | Infers | using other strategies | meaning of borrowed words | (Literary Terms) | English |
| EN6V-IIe-12.3.3 | 6 | Infers | using context clues | meaning of borrowed words | (ICT Terms) | English |
| EN6V-IIe-12.4.1.3 | 6 | Infers | using affixes and roots | meaning of borrowed words | (ICT Terms) | English |
| EN6V-IIe-12.4.2.3 | 6 | Infers | using other strategies | meaning of borrowed words | (ICT Terms) | English |
| EN6V-IIf-12.3.3 | 6 | Infers | using context clues | meaning of borrowed words | (EPP) | English |
| EN6V-IIf-12.4.1.3 | 6 | Infers | using affixes and roots | meaning of borrowed words | (EPP) | English |
| EN6V-IIf-12.4.2.3 | 6 | Infers | using other strategies | meaning of borrowed words | (EPP) | English |
| EN6V-IIIc-12.3.3 | 6 | Infers | using context clues | meaning of borrowed words | English | |
| EN6V-IVa-12.3.3 | 6 | Infers | using context clues | meaning of borrowed words | English | |
| EN6V-IVb-12.3.3 | 6 | Infers | using context clues | meaning of borrowed words | English | |
| EN6V-IIa-12.3.3 | 6 | Infers | using context clues | meaning of borrowed words | (Math) | English |
| EN6V-IIa-12.4.1.3 | 6 | Infers | using affixes and roots | meaning of borrowed words | (Math) | English |
| EN6V-IIa-12.4.2.3 | 6 | Infers | using other strategies | meaning of borrowed words | (Math) | English |
| EN6V-IIb-12.3.3 | 6 | Infers | using context clues | meaning of borrowed words | (Science) | English |
| EN6V-IIb-12.4.1.3 | 6 | Infers | using affixes and roots | meaning of borrowed words | (Science) | English |
| EN6V-IIb-12.4.2.3 | 6 | Infers | using other strategies | meaning of borrowed words | (Science) | English |
| EN6V-IIc-12.3.3 | 6 | Infers | using context clues | meaning of borrowed words | (Health) | English |
| EN6V-IIc-12.4.1.3 | 6 | Infers | using affixes and roots | meaning of borrowed words | (Health) | English |
| EN6V-IIc-12.4.2.3 | 6 | Infers | using other strategies | meaning of borrowed words | (Health) | English |
| EN6V-IId-12.3.3 | 6 | Infers | using context clues | meaning of borrowed words | (Literary Terms) | English |
| EN6V-IId-12.4.1.3 | 6 | Infers | using affixes and roots | meaning of borrowed words | (Literary Terms) | English |
| EN6V- IIIc -12.4.1.3 | 6 | Infers | using affixes and roots | meaning of borrowed words | English | |
| EN6V- IIId -12.4.1.3 | 6 | Infers | using roots | meaning of borrowed words | English | |
| EN6V- IIIe -12.4.2.3 | 6 | Infers | using prefixes | meaning of borrowed words | English | |
| EN6V- IIIf -12.4.2.3 | 6 | Infers | using suffixes | meaning of borrowed words | English | |
| EN6V- IVa -12.4.1.3 | 6 | Infers | using affixes and roots | meaning of borrowed words | English | |
| EN6V- IVa -12.4.2.3 | 6 | Infers | using other strategies | meaning of borrowed words | English | |
| EN6V- IVb -12.4.1.3 | 6 | Infers | using affixes and roots | meaning of borrowed words | English | |
| EN6V- IVb -12.4.2.3 | 6 | Infers | using other strategies | meaning of borrowed words | English | |
| EN6V- IVc -12.4.1.3 | 6 | Infers | using roots | meaning of borrowed words | English | |
| EN6V- IVd -12.4.2.3 | 6 | Infers | using prefixes | meaning of borrowed words | English | |
| EN6V- IVe -12.4.2.3 | 6 | Infers | using suffixes | meaning of borrowed words | English | |
| EN6V-IId-12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | (Literary Terms) | English |
| EN6V-IId-12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | (Literary Terms) | English |
| EN6V-IIe-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | (ICT Terms) | English |
| EN6V-IIe-12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | (ICT Terms) | English |
| EN6V-IIe-12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | (ICT Terms) | English |
| EN6V-IIf-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | (EPP) | English |
| EN6V-IIf-12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | (EPP) | English |
| EN6V-IIf-12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | (EPP) | English |
| EN6V-IIIg-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | English | |
| EN6V-IIIh-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | English | |
| EN6V-IIIi-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | English | |
| EN6V-IIIj-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | English | |
| EN6V-IVf-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | English | |
| EN6V-IVg-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | English | |
| EN6V-IVh-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | English | |
| EN6V-IVi-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | English | |
| EN6V-IVj-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | English | |
| EN6V-IIa-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | (Math) | English |
| EN6V-IIa-12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | (Math) | English |
| EN6V-IIa-12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | (Math) | English |
| EN6V-IIb-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | (Science) | English |
| EN6V-IIb-12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | (Science) | English |
| EN6V-IIb-12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | (Science) | English |
| EN6V-IIc-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | (Health) | English |
| EN6V-IIc-12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | (Health) | English |
| EN6V-IIc-12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | (Health) | English |
| EN6V-IId-12.3.3 | 6 | Infers | using context clues | meaning of content specific terms | (Literary Terms) | English |
| EN6V- IIIg -12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | English | |
| EN6V- IIIg -12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | English | |
| EN6V- IIIh -12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | English | |
| EN6V- IIIh -12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | English | |
| EN6V- IIIi -12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | English | |
| EN6V- IIIi -12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | English | |
| EN6V- IIIj -12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | English | |
| EN6V- IIIj -12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | English | |
| EN6V- IVf -12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | English | |
| EN6V- IVf -12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | English | |
| EN6V- IVg -12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | English | |
| EN6V- IVg -12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | English | |
| EN6V- IVh -12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | English | |
| EN6V- IVh -12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | English | |
| EN6V- IVi -12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | English | |
| EN6V- IVi -12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | English | |
| EN6V- IVj -12.4.1.3 | 6 | Infers | using affixes and roots | meaning of content specific terms | English | |
| EN6V- IVj -12.4.2.3 | 6 | Infers | using other strategies | meaning of content specific terms | English | |
| EN6V-Id-12.3.2 | 6 | Infers | using context clues | meaning of figurative language | English | |
| EN6V-Id-12.4.1.2 | 6 | Infers | using affixes and roots | meaning of figurative language | English | |
| EN6V-Id-12.4.2.2 | 6 | Infers | using other strategies | meaning of figurative language | English | |
| EN6V-Ie-12.3.2 | 6 | Infers | using context clues | meaning of figurative language | English | |
| EN6V-Ie-12.4.1.2 | 6 | Infers | using affixes and roots | meaning of figurative language | English | |
| EN6V-Ie-12.4.2.2 | 6 | Infers | using other strategies | meaning of figurative language | English | |
| EN6V-Ia-12.3.1 | 6 | Infers | using context clues | meaning of idiomatic expressions | English | |
| EN6V-Ib-12.4.2.1 | 6 | Infers | using affixes | meaning of idiomatic expressions | English | |
| EN6V-Ic-12.4.1.1 | 6 | Infers | using roots | meaning of idiomatic expressions | English | |
| EN6VC-IId-3.8 | 6 | Infers | purpose of the visual media | English | ||
| EN6LC-Id- 2.11.2 | 6 | Infers | the speaker’s mood | English | ||
| EN6LC-Ie- 2.11.2 | 6 | Infers | the speaker’s mood | English | ||
| EN6LC-If- 2.11.2 | 6 | Infers | the speaker’s mood | English | ||
| EN6LC-Id- 2.11.3 | 6 | Infers | the speaker’s purpose | English | ||
| EN6LC-Ie- 2.11.3 | 6 | Infers | the speaker’s purpose | English | ||
| EN6LC-If- 2.11.3 | 6 | Infers | the speaker’s purpose | English | ||
| EN6LC-Id- 2.11.1 | 6 | Infers | the speaker’s tone | English | ||
| EN6LC-Ie- 2.11.1 | 6 | Infers | the speaker’s tone | English | ||
| EN6LC-If- 2.11.1 | 6 | Infers | the speaker’s tone | English | ||
| EN6VC-IIa-3.7 | 6 | Infers | the target audience | English | ||
| EN6VC-IIb-3.7 | 6 | Infers | the target audience | English | ||
| EN6VC-IIc-3.7 | 6 | Infers | the target audience | English | ||
| EN6SS-IVc-5 | 6 | Lists | primary and secondary sources of information | English | ||
| EN6LC-IIId- 3.1.13 | 6 | Makes | a stand | English | ||
| EN6LC-IIIe- 3.1.13 | 6 | Makes | a stand | English | ||
| EN6OL-IIIb-1.28 | 6 | Makes | based on informed opinion | a stand | English | |
| EN6OL-IIIc-1.28 | 6 | Makes | based on informed opinion | a stand | English | |
| EN6VC-IVd-1.4 | 6 | Makes | connections between information viewed and personal experiences | English | ||
| EN6VC-IVe-1.4 | 6 | Makes | connections between information viewed and personal experiences | English | ||
| EN6VC-IVf-1.4 | 6 | Makes | connections between information viewed and personal experiences | English | ||
| EN6VC-IVg-1.4 | 6 | Makes | connections between information viewed and personal experiences | English | ||
| EN6VC-IVh-1.4 | 6 | Makes | connections between information viewed and personal experiences | English | ||
| EN6VC-IVi-1.4 | 6 | Makes | connections between information viewed and personal experiences | English | ||
| EN6VC-IVj-1.4 | 6 | Makes | connections between information viewed and personal experiences | English | ||
| EN6LC-IId- 2.2 | 6 | Notes | down relevant information from text heard | English | ||
| EN6LC-IIe- 2.2 | 6 | Notes | down relevant information from text heard | English | ||
| EN6LC-IIIa- 2.2 | 6 | Notes | significant details | English | ||
| EN6RC-IIc-5.5 | 6 | Notes | significant details | of informational texts | English | |
| EN6RC-IId-5.5 | 6 | Notes | significant details | of informational texts | English | |
| EN6F-IIId-3.5 | 6 | Observes | accuracy in dialogue | English | ||
| EN6F-IIIe-3.5 | 6 | Observes | accuracy in dialogue | English | ||
| EN6F-IIIf-3.5 | 6 | Observes | accuracy in dialogue | English | ||
| EN6F-IIIg-3.5 | 6 | Observes | accuracy in dialogue | English | ||
| EN6F-IIIh-3.5 | 6 | Observes | accuracy in dialogue | English | ||
| EN6F-IIIi-3.5 | 6 | Observes | accuracy in dialogue | English | ||
| EN6F-IIIj-3.5 | 6 | Observes | accuracy in dialogue | English | ||
| EN6F-IVf-3.5 | 6 | Observes | accuracy in oral communication group tasks | English | ||
| EN6F-IVg-3.5 | 6 | Observes | accuracy in oral communication group tasks | English | ||
| EN6F-IVh-3.5 | 6 | Observes | accuracy in oral communication group tasks | English | ||
| EN6F-IVi-3.5 | 6 | Observes | accuracy in oral communication group tasks | English | ||
| EN6F-IVj-3.5 | 6 | Observes | accuracy in oral communication group tasks | English | ||
| EN6F-IIId-3.2 | 6 | Observes | appropriate rate in dialogue | English | ||
| EN6F-IIIe-3.2 | 6 | Observes | appropriate rate in dialogue | English | ||
| EN6F-IIIf-3.2 | 6 | Observes | appropriate rate in dialogue | English | ||
| EN6F-IIIg-3.2 | 6 | Observes | appropriate rate in dialogue | English | ||
| EN6F-IIIh-3.2 | 6 | Observes | appropriate rate in dialogue | English | ||
| EN6F-IIIi-3.2 | 6 | Observes | appropriate rate in dialogue | English | ||
| EN6F-IIIj-3.2 | 6 | Observes | appropriate rate in dialogue | English | ||
| EN6F- IVf -3.2 | 6 | Observes | appropriate rate in oral communication group tasks | English | ||
| EN6F- IVg -3.2 | 6 | Observes | appropriate rate in oral communication group tasks | English | ||
| EN6F- IVh -3.2 | 6 | Observes | appropriate rate in oral communication group tasks | English | ||
| EN6F- IVi -3.2 | 6 | Observes | appropriate rate in oral communication group tasks | English | ||
| EN6F- IVj -3.2 | 6 | Observes | appropriate rate in oral communication group tasks | English | ||
| EN6F- IVf -3.11 | 6 | Observes | correct pronunciation in oral communication group tasks | English | ||
| EN6F- IVg -3.11 | 6 | Observes | correct pronunciation in oral communication group tasks | English | ||
| EN6F- IVh -3.11 | 6 | Observes | correct pronunciation in oral communication group tasks | English | ||
| EN6F- IVi -3.11 | 6 | Observes | correct pronunciation in oral communication group tasks | English | ||
| EN6F- IVj -3.11 | 6 | Observes | correct pronunciation in oral communication group tasks | English | ||
| EN6A-If-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-Ig-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-Ih-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-Ii-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIa-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIb-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIc-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IId-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIe-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIf-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIg-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIh-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIi-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIIa-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIIb-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIIc-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIId-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIIe-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIIf-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIIg-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIIh-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIIi-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIIj-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IIj-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-Ij-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IVa-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-Ia-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-Ib-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-Ic-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-Id-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-Ie-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IVb-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IVc-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IVd-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IVe-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IVf-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IVg-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IVh-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IVi-16 | 6 | Observes | at all times | politeness | English | |
| EN6A-IVj-16 | 6 | Observes | at all times | politeness | English | |
| EN6F-IIId-3.6 | 6 | Observes | proper expressions in dialogue | English | ||
| EN6F-IIIe-3.6 | 6 | Observes | proper expressions in dialogue | English | ||
| EN6F-IIIf-3.6 | 6 | Observes | proper expressions in dialogue | English | ||
| EN6F-IIIg-3.6 | 6 | Observes | proper expressions in dialogue | English | ||
| EN6F-IIIh-3.6 | 6 | Observes | proper expressions in dialogue | English | ||
| EN6F-IIIi-3.6 | 6 | Observes | proper expressions in dialogue | English | ||
| EN6F-IIIj-3.6 | 6 | Observes | proper expressions in dialogue | English | ||
| EN6F- IVf -3.6 | 6 | Observes | proper expressions in oral communication group tasks | English | ||
| EN6F- IVh -3.6 | 6 | Observes | proper expressions in oral communication group tasks | English | ||
| EN6F- IVi -3.6 | 6 | Observes | proper expressions in oral communication group tasks | English | ||
| EN6F- IVj -3.6 | 6 | Observes | proper expressions in oral communication group tasks | English | ||
| EN6F-IVg -3.6 | 6 | Observes | proper expressions in oral communication group tasks | English | ||
| EN6SS-IIe-3 | 6 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from primary sources | English | |
| EN6SS-IIf-4 | 6 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN6SS-IIIa-4 | 6 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN6SS-IIIb-4 | 6 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN6SS-IIIc-4 | 6 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN6SS-IIId-4 | 6 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN6SS-IIIe-4 | 6 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN6SS-IIIf-4 | 6 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN6SS-IIIg-4 | 6 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN6SS-IIIh-4 | 6 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN6SS-IIIi-4 | 6 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN6SS-IIIj-4 | 6 | Organizes | in preparation for writing, reporting and similar academic tasks in collaboration with others | information from secondary sources | English | |
| EN6WC-IVa-1.1.6.1 | 6 | Plans | using an outline/other graphic organizers | a composition | English | |
| EN6WC-IIb-1.1.6.1 | 6 | Plans | using an outline/other graphic organizers | a composition | English | |
| EN6WC-IIIa-1.1.6.1 | 6 | Plans | using an outline/other graphic organizers | a composition | English | |
| EN6WC-IIId-1.1.6.1 | 6 | Plans | using an outline/other graphic organizers | a composition | English | |
| EN6WC-IVd-1.1.6.1 | 6 | Plans | using an outline/other graphic organizers | a composition | English | |
| EN6OL-IIIg-1.19 | 6 | Presents | a coherent, comprehensive report on differing viewpoints on an issue | English | ||
| EN6OL-IIIh-1.19 | 6 | Presents | a coherent, comprehensive report on differing viewpoints on an issue | English | ||
| EN6OL-IIIi-1.19 | 6 | Presents | a coherent, comprehensive report on differing viewpoints on an issue | English | ||
| EN6OL-IIIj-1.19 | 6 | Presents | a coherent, comprehensive report on differing viewpoints on an issue | English | ||
| EN6OL-IIIa-1.27 | 6 | Provides | to support opinions | evidence | English | |
| EN6OL-IIh-6 | 6 | Reacts | to the content of the material presented | English | ||
| EN6OL-IIi-6 | 6 | Reacts | to the content of the material presented | English | ||
| EN6F-Ie-1.8.1 | 6 | Reads | with automaticity | grade level and frequently content area words | English | |
| EN6F-If-1.8.1 | 6 | Reads | with automaticity | grade level and frequently content area words | English | |
| EN6F-Ig-1.8.1 | 6 | Reads | with automaticity | grade level and frequently content area words | English | |
| EN6F-Ib-1.6 | 6 | Reads | aloud; with an accuracy rate of 95 – 100% | grade level appropriate text | English | |
| EN6F-Ic-1.6 | 6 | Reads | aloud; with an accuracy rate of 95 – 100% | grade level appropriate text | English | |
| EN6F-Id-1.6 | 6 | Reads | aloud; with an accuracy rate of 95 – 100% | grade level appropriate text | English | |
| EN6F-IVa-1.6 | 6 | Reads | aloud; with an accuracy rate of 95 – 100% | grade level appropriate text | English | |
| EN6F-IVb-1.6 | 6 | Reads | aloud; with an accuracy rate of 95 – 100% | grade level appropriate text | English | |
| EN6F-Ih-1.13 | 6 | Reads | with 135 words correct per minute | grade level text | English | |
| EN6F-Ii-1.13 | 6 | Reads | with 135 words correct per minute | grade level text | English | |
| EN6F-IIb-1.3 | 6 | Reads | with accuracy | grade level text | English | |
| EN6F-IIb-1.6 | 6 | Reads | with appropriate rate | grade level text | English | |
| EN6F-IIb-1.7 | 6 | Reads | with proper expression | grade level text | English | |
| EN6F-IIc-1.3 | 6 | Reads | with accuracy | grade level text | English | |
| EN6F-IIc-1.6 | 6 | Reads | with appropriate rate | grade level text | English | |
| EN6F-IIc-1.7 | 6 | Reads | with proper expression | grade level text | English | |
| EN6F-IId-1.3 | 6 | Reads | with accuracy | grade level text | English | |
| EN6F-IId-1.6 | 6 | Reads | with appropriate rate | grade level text | English | |
| EN6F-IId-1.7 | 6 | Reads | with proper expression | grade level text | English | |
| EN6F-IIg-1.3 | 6 | Reads | with accuracy | grade level text | English | |
| EN6F-IIg-1.6 | 6 | Reads | with appropriate rate | grade level text | English | |
| EN6F-IIg-1.7 | 6 | Reads | with proper expression | grade level text | English | |
| EN6F-IIh-1.3 | 6 | Reads | with accuracy | grade level text | English | |
| EN6F-IIh-1.6 | 6 | Reads | with appropriate rate | grade level text | English | |
| EN6F-IIh-1.7 | 6 | Reads | with proper expression | grade level text | English | |
| EN6F-IIi-1.3 | 6 | Reads | with accuracy | grade level text | English | |
| EN6F-IIi-1.6 | 6 | Reads | with appropriate rate | grade level text | English | |
| EN6F-IIi-1.7 | 6 | Reads | with proper expression | grade level text | English | |
| EN6F-IIIb-1.3 | 6 | Reads | with accuracy | grade level text | English | |
| EN6F-IIIb-1.6 | 6 | Reads | with appropriate rate | grade level text | English | |
| EN6F-IIIb-1.7 | 6 | Reads | with proper expression | grade level text | English | |
| EN6F-IIIc-1.3 | 6 | Reads | with accuracy | grade level text | English | |
| EN6F-IIIc-1.6 | 6 | Reads | with appropriate rate | grade level text | English | |
| EN6F-IIIc-1.7 | 6 | Reads | with proper expression | grade level text | English | |
| EN6F-Ij-1.13 | 6 | Reads | with 135 words correct per minute | grade level text | English | |
| EN6F-IVd-1.13 | 6 | Reads | with 145 words correct per minute | grade level text | English | |
| EN6F-IVe-1.13 | 6 | Reads | with 145 words correct per minute | grade level text | English | |
| EN6OL-Ia-1.17 | 6 | Relates | an experience appropriate to the occasion | English | ||
| EN6OL-Ib-1.17 | 6 | Relates | an experience appropriate to the occasion | English | ||
| EN6OL-Ic-1.17 | 6 | Relates | an experience appropriate to the occasion | English | ||
| EN6OL-Id-1.17 | 6 | Relates | an experience appropriate to the occasion | English | ||
| EN6OL-IIIf-2.7 | 6 | Reminds | others to stay on topic | English | ||
| EN6RC-IIa-5.5 | 6 | Responds | appropriately | to messages of the different authentic texts | English | |
| EN6RC-IIb-5.5 | 6 | Responds | appropriately | to messages of the different authentic texts | English | |
| EN6LC-IVa- 3.1.14 | 6 | Restates | to clarify meaning | portions of a text heard | English | |
| EN6LC-IVb- 3.1.14 | 6 | Restates | to clarify meaning | portions of a text heard | English | |
| EN6LC-IVc- 3.1.14 | 6 | Restates | to clarify meaning | portions of a text heard | English | |
| EN6WC-IIe-1.8.1 | 6 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN6WC-IIe-1.8.2 | 6 | Revises | for clarity- correct spelling | writing | English | |
| EN6WC-IIe-1.8.3 | 6 | Revises | for clarity - transition/signal words | writing | English | |
| EN6WC-IIg-1.8.1 | 6 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN6WC-IIg-1.8.2 | 6 | Revises | for clarity- correct spelling | writing | English | |
| EN6WC-IIg-1.8.3 | 6 | Revises | for clarity - transition/signal words | writing | English | |
| EN6WC-IIi-1.8.1 | 6 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN6WC-IIi-1.8.2 | 6 | Revises | for clarity- correct spelling | writing | English | |
| EN6WC-IIi-1.8.3 | 6 | Revises | for clarity - transition/signal words | writing | English | |
| EN6WC-IIIc-1.8.1 | 6 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN6WC-IIIc-1.8.2 | 6 | Revises | for clarity- correct spelling | writing | English | |
| EN6WC-IIIc-1.8.3 | 6 | Revises | for clarity - transition/signal words | writing | English | |
| EN6WC-IIIf-1.8.1 | 6 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN6WC-IIIf-1.8.1 | 6 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN6WC-IIIf-1.8.2 | 6 | Revises | for clarity- correct spelling | writing | English | |
| EN6WC-IIIf-1.8.3 | 6 | Revises | for clarity - transition/signal words | writing | English | |
| EN6WC-IIIf-1.8.3 | 6 | Revises | for clarity - transition/signal words | writing | English | |
| EN6WC-IVc-1.8.1 | 6 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN6WC-IVc-1.8.2 | 6 | Revises | for clarity- correct spelling | writing | English | |
| EN6WC-IVc-1.8.3 | 6 | Revises | for clarity - transition/signal words | writing | English | |
| EN6SS-IVc-5 | 6 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN6WC-IVf-1.8.1 | 6 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN6WC-IVf-1.8.2 | 6 | Revises | for clarity- correct spelling | writing | English | |
| EN6WC-IVf-1.8.3 | 6 | Revises | for clarity - transition/signal words | writing | English | |
| EN6WC-IVh-1.8.1 | 6 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN6WC-IVh-1.8.2 | 6 | Revises | for clarity- correct spelling | writing | English | |
| EN6WC-IVh-1.8.3 | 6 | Revises | for clarity - transition/signal words | writing | English | |
| EN6WC-IVj-1.8.1 | 6 | Revises | for clarity - appropriate punctuation marks | writing | English | |
| EN6WC-IVj-1.8.2 | 6 | Revises | for clarity- correct spelling | writing | English | |
| EN6WC-IVj-1.8.3 | 6 | Revises | for clarity - transition/signal words | writing | English | |
| EN6F-Ia-2.9 | 6 | Self-corrects | when reading | English | ||
| EN6F-IIa-2.9 | 6 | Self-corrects | when reading | English | ||
| EN6F-IIe-2.9 | 6 | Self-corrects | when reading | English | ||
| EN6F-IIf-2.9 | 6 | Self-corrects | when reading | English | ||
| EN6F-IIIa-2.9 | 6 | Self-corrects | when reading | English | ||
| EN6F-IVc-2.9 | 6 | Self-corrects | when reading | English | ||
| EN6OL-IId-5 | 6 | Shares | brief impromptu remarks about topics of interest | English | ||
| EN6OL-IIe-5 | 6 | Shares | brief impromptu remarks about topics of interest | English | ||
| EN6OL-IIf-5 | 6 | Shares | brief impromptu remarks about topics of interest | English | ||
| EN6OL-IIg-5 | 6 | Shares | brief impromptu remarks about topics of interest | English | ||
| EN6A-Ie-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-If-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-Ig-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-Ih-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-Ii-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIa-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIb-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIc-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IId-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIe-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIf-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIg-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIh-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIi-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIIa-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIIb-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIIc-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIId-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIIe-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIIf-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIIg-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIIh-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIIi-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIIj-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IIj-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-Ij-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-Ia-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-Ib-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-Ic-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-Id-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IVa-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IVb-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IVc-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IVd-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IVe-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IVf-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IVg-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IVh-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IVi-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-IVj-18 | 6 | Shows | openness to criticism | English | ||
| EN6A-Ie-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-If-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-Ig-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-Ih-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-Ii-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIa-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIb-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIc-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IId-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIe-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIf-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIg-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIh-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIi-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIIa-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIIb-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIIc-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIId-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIIe-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIIf-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIIg-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIIh-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIIi-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIIj-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IIj-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-Ij-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IVa-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-Ia-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-Ib-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-Ic-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-Id-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IVb-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IVc-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IVd-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IVe-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IVf-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IVg-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IVh-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IVi-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6A-IVj-17 | 6 | Shows | when communicating with others | tactfulness | English | |
| EN6OL-IVa-3.6 | 6 | Summarizes | information conveyed through discussion | English | ||
| EN6OL-IVb-3.6 | 6 | Summarizes | information conveyed through discussion | English | ||
| EN6OL-IVc-3.6 | 6 | Summarizes | information conveyed through discussion | English | ||
| EN6OL-IVd-3.6 | 6 | Summarizes | information conveyed through discussion | English | ||
| EN6OL-IVe-3.6 | 6 | Summarizes | information conveyed through discussion | English | ||
| EN6OL-IVf-3.6 | 6 | Summarizes | information conveyed through discussion | English | ||
| EN6OL-IVg-3.6 | 6 | Summarizes | information conveyed through discussion | English | ||
| EN6OL-IVh-3.6 | 6 | Summarizes | information conveyed through discussion | English | ||
| EN6OL-IVi-3.6 | 6 | Summarizes | information conveyed through discussion | English | ||
| EN6OL-IVj-3.6 | 6 | Summarizes | information conveyed through discussion | English | ||
| EN6LC-IVd- 2.23 | 6 | Summarizes | the information from a text heard | English | ||
| EN6LC-IVe- 2.23 | 6 | Summarizes | the information from a text heard | English | ||
| EN6LC-IVf- 2.23 | 6 | Summarizes | the information from a text heard | English | ||
| EN6SS-IVa-1.8 | 6 | Takes down | relevant notes | English | ||
| EN6SS-IIIa-1.8.1 | 6 | Uses | for a specific purpose and audience: asking permission | a particular kind of sentence | English | |
| EN6SS-IIIb-1.8.2 | 6 | Uses | for a specific purpose and audience: responding to questions | a particular kind of sentence | English | |
| EN6SS-IIIc-1.8.3 | 6 | Uses | for a specific purpose and audience: making requests | a particular kind of sentence | English | |
| EN6SS-IIId-1.8.4 | 6 | Uses | for a specific purpose and audience: following and giving directions | a particular kind of sentence | English | |
| EN6SS-IIIe-1.8.10 | 6 | Uses | for a specific purpose and audience: expressing opinions/emotions | a particular kind of sentence | English | |
| EN6SS-IIIf-1.8.11 | 6 | Uses | for a specific purpose and audience: asserting | a particular kind of sentence | English | |
| EN6WC-IIc-1.1.6.1 | 6 | Uses | for pre-writing tasks | appropriate graphic organizers | English | |
| EN6RC-IVg-2.15.2 | 6 | Uses | appropriate graphic organizers in text read | English | ||
| EN6RC-IVh-2.15.2 | 6 | Uses | appropriate graphic organizers in text read | English | ||
| EN6RC-IVi-2.15.2 | 6 | Uses | appropriate graphic organizers in text read | English | ||
| EN6RC-IVj-2.15.2 | 6 | Uses | appropriate graphic organizers in text read | English | ||
| EN6RC-IIId-2.15.2 | 6 | Uses | appropriate graphic organizers in texts read | English | ||
| EN6RC-IVf-2.15.2 | 6 | Uses | appropriate graphic organizers in texts read | English | ||
| EN6OL-IIId-3.7 | 6 | Uses | to keep a discussion going | appropriate strategies | English | |
| EN6OL-IIIe-3.7 | 6 | Uses | to keep a discussion going | appropriate strategies | English | |
| EN6SS-IVb-1.9 | 6 | Uses | various types and kinds of sentences for effective communication of information and ideas | (complex sentences) | English | |
| EN6SS-IVc-1.10 | 6 | Uses | various types and kinds of sentences for effective communication of information and ideas | (compound, complex sentences) | English | |
| EN6SS-IVd-1.10 | 6 | Uses | various types and kinds of sentences for effective communication of information and ideas | (compound, complex sentences) | English | |
| EN6SS-IVe-1.10 | 6 | Uses | various types and kinds of sentences for effective communication of information and ideas | (compound, complex sentences) | English | |
| EN6SS-IVf-1.10 | 6 | Uses | various types and kinds of sentences for effective communication of information and ideas | (compound, complex sentences) | English | |
| EN6SS-IVg-1.10 | 6 | Uses | various types and kinds of sentences for effective communication of information and ideas | (compound, complex sentences) | English | |
| EN6SS-IVh-1.10 | 6 | Uses | various types and kinds of sentences for effective communication of information and ideas | (compound, complex sentences) | English | |
| EN6SS-IVi-1.10 | 6 | Uses | various types and kinds of sentences for effective communication of information and ideas | (compound, complex sentences) | English | |
| EN6SS-IVi-1.10 | 6 | Uses | various types and kinds of sentences for effective communication of information and ideas | (compound, complex sentences) | English | |
| EN6SS-IVi-1.10 | 6 | Uses | various types and kinds of sentences for effective communication of information and ideas | (compound, complex sentences) | English | |
| EN6SS-IVi-1.10 | 6 | Uses | various types and kinds of sentences for effective communication of information and ideas | (compound, complex sentences) | English | |
| EN6SS-IVj-1.10 | 6 | Uses | various types and kinds of sentences for effective communication of information and ideas | (compound, complex sentences) | English | |
| EN6SS-IVa-1.8 | 6 | Uses | various types and kinds of sentences for effective communication of information/ideas | (compound sentences) | English | |
| EN6WC-IIf-2.2.5 | 6 | Writes | composition showing - cause and effect | English | ||
| EN6WC-IId-2.2.6 | 6 | Writes | composition showing - comparison and contrast | English | ||
| EN6WC-IIh-2.2.9 | 6 | Writes | composition showing-problem and solution | English | ||
| EN6WC-IIIb-2.2.10 | 6 | Writes | editorial article | English | ||
| EN6WC-IIIe-2.2.10 | 6 | Writes | editorial article | English | ||
| EN6WC-Ia-2.2.2 | 6 | Writes | poem | English | ||
| EN6WC-Ib-2.2.2 | 6 | Writes | poem | English | ||
| EsP6PPP- IIIa-c–34 | 6 | Nabibigyang-halaga | ang mga batayang kalayaan na may kaukulang pananagutan at limitasyon: kalayaan sa pamamahayag | EsP | ||
| EsP6PPP- IIIa-c–34 | 6 | Nabibigyang-halaga | ang mga batayang kalayaan na may kaukulang pananagutan at limitasyon: pagbibigay ng sariling opinyon, ideya o pananaw | EsP | ||
| EsP6PPP- IIIa-c–34 | 6 | Nabibigyang-halaga | ang mga batayang kalayaan na may kaukulang pananagutan at limitasyon: paghikayat sa iba na magkaroon ng kamalayan sa kanilang kalayaan | EsP | ||
| EsP6PPP- IIIa-c–34 | 6 | Nabibigyang-halaga | ang mga batayang kalayaan na may kaukulang pananagutan at limitasyon: pagsasaalang-alang ng karapatan ng iba | EsP | ||
| EsP6PPP- IIIa-c–34 | 6 | Nabibigyang-halaga | ang mga batayang kalayaan na may kaukulang pananagutan at limitasyon: pambansang pagkakaisa | EsP | ||
| EsP6PPP- IIIg–38 | 6 | Naipagmamalaki | ang anumang natapos na gawain na nakasunod sa pamantayan at kalidad | EsP | ||
| EsP6P- IIa-c–30 | 6 | Naipakikita | ang kahalagahan ng pagiging responsable sa kapwa: pangako o pinagkasunduan; pagpapanatili ng mabuting pakikipagkaibigan; pagiging matapat | EsP | ||
| EsP6PPP- IIIh–39 | 6 | Naipakikita | ang pagiging malikhain sa paggawa ng anumang proyekto na makatutulong at magsisilbing inspirasyon sa pagsulong at pag-unlad ng bansa | EsP | ||
| EsP6PKP- Ia-i– 37 | 6 | Naisasagawa | ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyong makabubuti sa pamilya: pagsusuri nang mabuti sa mga bagay na may kinalaman sa sarili at pangyayari; pagsang-ayon sa pasya ng nakararami kung nakabubuti ito; paggamit ng impormasyon | EsP | ||
| EsP6PPP- IIIh-i–40 | 6 | Naisasakilos | ang pagtupad sa mga batas pambansa at pandaigdigan: pagtupad sa mga batas para sa kaligtasan sa daan, pangkalusugan, pangkapaligiran, at pag-abuso sa paggamit ng ipinagbabawal na gamot; paglahok sa mga kampanya at programa para sa pagpapatupad ng batas tu | EsP | ||
| EsP6PPP- IIIe–36 | 6 | Nakagagamit | nang may pagpapahalaga at pananagutan sa kabuhayan at pinagkukunang-yaman | EsP | ||
| EsP6P- IId-i-31 | 6 | Nakapagpapakita | ng paggalang sa ideya o suhestyon ng kapwa | EsP | ||
| EsP6PPP- IIIf–37 | 6 | Nakapagpapakita | ng tapat na pagsunod sa mga batas pambansa at pandaigdig tungkol sa pangangalaga sa kapaligiran | EsP | ||
| EsP6PPP- IIIc-d–35 | 6 | Napahahalagahan | sa pamamagitan ng: pagmomodelo ng kanilang pagtatagumpay; pagkukwento ng kanilang pagsasakripisyo at pagbibigay ng sarili para sa bayan; pagtulad sa mga mabubuting katangian na naging susi sa pagtatagumpay ng mga Pilipino | ang magaling at matagumpay na mga Pilipino | EsP | |
| EsP6PD- IVa-i–16 | 6 | Napatutunayan | na nagpapaunlad ng pagkatao ang ispiritwalidad. Hal. pagpapaliwanag na ispiritwalidad ang pagkakaroon ng mabuting pagkatao anuman ang paniniwala; pagkakaroon ng positibong pananaw, pag-asa, at pagmamahal sa kapwa at Diyos | EsP | ||
| F6PL-0a-j-6 | 6 | Nababago | ayon sa bagong ideyang nabasa sa teksto | ang dating kaalaman | Filipino | |
| F6PT-IIIc-4.4 | 6 | Nabibigyang-kahulugan | ang idyoma o matalinghagang salita | Filipino | ||
| F6PT-IVe-4.4 | 6 | Nabibigyang-kahulugan | ang idyoma o matalinghagang salita | Filipino | ||
| F6PN-IIIf-19 | 6 | Nabibigyang-kahulugan | ang kilos ng mga tauhan | sa napakinggang kuwento | Filipino | |
| F6PN-Ic-19 | 6 | Nabibigyang-kahulugan | ang kilos ng mga tauhan | sa napakinggang pabula | Filipino | |
| F6PN-IIc-19 | 6 | Nabibigyang-kahulugan | ang kilos ng mga tauhan | sa napakinggang pabula | Filipino | |
| F6V-IIf-4.4 | 6 | Nabibigyang-kahulugan | ang matalinghagang salita | Filipino | ||
| F6PN-Ii-19 | 6 | Nabibigyang-kahulugan | ang pahayag ng tauhan | sa napakinggang usapan | Filipino | |
| F6PN-IIi-19 | 6 | Nabibigyang-kahulugan | ang pananalita ng tauhan | sa napakinggang usapan | Filipino | |
| F6PT-Ii-4.2 | 6 | Nabibigyang-kahulugan | ang salitang hiram | Filipino | ||
| F6V-IIb-4.2 | 6 | Nabibigyang-kahulugan | ang salitang hiram | Filipino | ||
| F6PN-IIf-28 | 6 | Nabibigyang-kahulugan | ang sawikaing napakinggan | Filipino | ||
| F6PN-Ij-28 | 6 | Nabibigyang-kahulugan | ang sawikaing napakinggan | Filipino | ||
| F6V-IIi-4.3 | 6 | Nabibigyang-kahulugan | ang tambalang salita | Filipino | ||
| F6SS- IIh-9 | 6 | Nabibigyang-kahulugan at nakagagawa | ng graph para sa mga impormasyong nakalap | Filipino | ||
| F6WG-IIIg-11 | 6 | Nagagamit | nang wasto | ang mga pangatnig | Filipino | |
| F6WG-IIIa-c-6 | 6 | Nagagamit | sa paglalarawan ng paraan, panahon, lugar ng kilos at damdamin | ang pariralang pang-abay | Filipino | |
| F6EP-Ig-9.4 | 6 | Nagagamit | sa pagpili ng aklat na nais basahin | ang Call number | Filipino | |
| F6EP-Ih-9.1 | 6 | Nagagamit | sa pagtukoy ng aklat na gagamitin sa pagsasaliksik tungkol sa isang paksa | ang card catalog | Filipino | |
| F6EP-IIIc-f-9 | 6 | Nagagamit | ang card catalog | Filipino | ||
| F6PB-Ii-14 | 6 | Nagagamit | sa pagbibigay ng wakas ng napakinggang teksto | ang dating kaalaman | Filipino | |
| F6EP-Ic-9.3 | 6 | Nagagamit | ang Dewey Classification System | Filipino | ||
| F6 SS -IIf-7.1 | 6 | Nagagamit | sa pagkuha ng kailangang impormasyon | ang iba’t ibang bahagi ng pahayagan | Filipino | |
| F6EP –IIIe-7.1 | 6 | Nagagamit | ayon sa pangangailangan | ang iba’t ibang bahagi ng pahayagan | Filipino | |
| F6EP –Ivc-7.1 | 6 | Nagagamit | ayon sa pangangailangan | ang iba’t ibang bahagi ng pahayagan | Filipino | |
| F6WG-IIId-f-9 | 6 | Nagagamit | sa pagpapahayag ng sariling ideya | ang iba’t ibang salita bilang pang-uri at pang-abay | Filipino | |
| F6WG-Iefg-3 | 6 | Nagagamit | sa iba’t ibang sitwasyon | ang iba’t ibang uri ng panghalip | Filipino | |
| F6WG-Ie-g-3 | 6 | Nagagamit | sa iba’t ibang sitwasyon | ang iba’t ibang uri ng panghalip | Filipino | |
| F6WG-Ie-g-3 | 6 | Nagagamit | sa iba’t ibang sitwasyon | ang iba’t ibang uri ng panghalip | Filipino | |
| F6PS-Id-12.22 | 6 | Nagagamit | sa pagpapahayag ng saloobin | ang magagalang na pananalita | Filipino | |
| F6PS-IIc-12.13 | 6 | Nagagamit | sa iba’t ibang sitwasyon | ang magagalang na pananalita | - Pagbabahagi ng obserbasyon sa paligid | Filipino |
| F6PS-IIIf-12.19 | 6 | Nagagamit | sa iba’t ibang sitwasyon | ang magagalang na pananalita | - Pagpapahayag ng ideya | Filipino |
| F6PS-IVd-12.24 | 6 | Nagagamit | ang magagalang na pananalita | sa pagpapahayag ng damdamin | Filipino | |
| F6PS-IVg-12.25 | 6 | Nagagamit | ang magagalang na pananalita | sa pagsali sa isang usapan | Filipino | |
| F6PS-IVh-12.19 | 6 | Nagagamit | ang magagalang na pananalita | sa pagbibigay ng reaksyon | Filipino | |
| F6PT-Ic-8 | 6 | Nagagamit | sa pagsulat ng sariling komposisyon | ang mga bagong salitang natutuhan | Filipino | |
| F6WG-IIIi-10 | 6 | Nagagamit | nang wasto | ang mga pang-angkop | Filipino | |
| F6WG-IIIj-12 | 6 | Nagagamit | nang wasto | ang mga pang-angkop at pangatnig | Filipino | |
| F6WG-Ia-d-2 | 6 | Nagagamit | nang wasto sa pakikipag-usap sa iba’t ibang sitwasyon | ang mga pangngalan at panghalip | Filipino | |
| F6WG-IVa-j-13 | 6 | Nagagamit | sa usapan at iba’t ibang sitwasyon | ang mga uri ng pangungusap | Filipino | |
| F6 SS -IIc-8 | 6 | Nagagamit | upang maipakita ang nakalap na impormasyon o datos | ang nakalarawang balangkas | Filipino | |
| F6EP–IIIai-8 | 6 | Nagagamit | upang maipakita ang nakalap na impormasyon o datos | ang nakalarawang balangkas | Filipino | |
| F6EP –IVf-8 | 6 | Nagagamit | ang nakalarawang balangkas upang maipakita ang nakalap na impormasyon o datos | Filipino | ||
| F6EP-Ii-9.2 | 6 | Nagagamit | sa pagtukoy ng aklat o babasahin na gagamitin sa pagsasaliksik tungkol sa isang paksa | ang OPAC | Filipino | |
| F6EP-IIIcf-9 | 6 | Nagagamit | ang OPAC | Filipino | ||
| F6L-Iifg-j-5 | 6 | Nagagamit | nang wasto sa pakikipag-usap sa iba’t ibang sitwayson | ang pandiwa | Filipino | |
| F6L-Iif-j-5 | 6 | Nagagamit | nang wasto sa pakikipag-usap sa iba’t ibang sitwayson | ang pandiwa | Filipino | |
| F6WG-IIIh-11 | 6 | Nagagamit | nang wasto sa pakikipagtalastasan | ang pangatnig | Filipino | |
| F6EP -IIIb-6 | 6 | Nagagamit | ang pangkalahatang sanggunian | Filipino | ||
| F6EP-Ib-d-6 | 6 | Nagagamit | ang pangkalahatang sanggunian | Filipino | ||
| F6EP-Ib-f-6 | 6 | Nagagamit | ang pangkalahatang sanggunian | Filipino | ||
| F6EP-Ibfd-6 | 6 | Nagagamit | sa pagsasaliksik | ang pangkalahatang sanggunian | Filipino | |
| F6EP-IVg-6 | 6 | Nagagamit | sa pagtitipon ng mga datos na kailangan | ang pangkalahatang sanggunian | Filipino | |
| F6SS-IIa-6 | 6 | Nagagamit | ayon sa pangangailangan | ang pangkalahatang sanggunian | Filipino | |
| F6WG-Ihij-12 | 6 | Nagagamit | sa pakikipag-usap sa iba’t ibang sitwasyon | ang pangngalan at panghalip | Filipino | |
| F6WG-Ih-j-12 | 6 | Nagagamit | sa pakikipag-usap sa iba’t ibang sitwasyon | ang pangngalan at panghalip | Filipino | |
| F6L-IIabcde-4 | 6 | Nagagamit | nang wasto sa paglalarawan sa iba’t ibang sitwasyon | ang pang-uri | Filipino | |
| F6L-IIa-e-4 | 6 | Nagagamit | nang wasto sa paglalarawan sa iba’t ibang sitwasyon | ang pang-uri | Filipino | |
| F6PU –IVj-13 | 6 | Nagagamit | nang wasto | ang silid-aklatan | Filipino | |
| F6PL0a-j-2 | 6 | Nagagamit | bilang tugon sa sariling pangangailangan at sitwasyon | ang wika | Filipino | |
| F6PL-0a-j-2 | 6 | Nagagamit | bilang tugon sa sariling pangangailangan at sitwasyon | ang wika | Filipino | |
| F6SS-IIi-13 | 6 | Nagagamit | sa gawaing pampananaliksik | nang wasto ang silid-aklatan | Filipino | |
| F6PB-Ij-15 | 6 | Nagbabago | batay sa natuklasan sa teksto | ang dating kaalaman | Filipino | |
| F6PB-Id-20 | 6 | Nagmumungkahi | ng iba pang pangyayari na maaaring maganap sa binasang teksto | Filipino | ||
| F6PB-IIIa-20 | 6 | Nagmumungkahi | ng iba pang pangyayari na maaaring maganap sa binasang teksto | Filipino | ||
| F6PB-IIIg-17 | 6 | Nahuhulaan | gamit ang dating karanasan/kaalaman | ang maaaring mangyari sa teksto | Filipino | |
| F6PS-Ih-3.1 | 6 | Naibabahagi | ang isang pangyayaring nasaksihan | Filipino | ||
| F6PS-IIh-3.1 | 6 | Naibabahagi | ang isang pangyayaring nasaksihan | Filipino | ||
| F6PS-IIIj-3.1 | 6 | Naibabahagi | ang isang pangyayaring nasaksihan | Filipino | ||
| F6PS-IVa-3.1 | 6 | Naibabahagi | ang isang pangyayaring nasaksihan | Filipino | ||
| F6PL-0a-j-5 | 6 | Naibabahagi | ang karanasan sa pagbasa upang makahikayat ng pagmamahal sa pagbasa ng panitikan | Filipino | ||
| F6PB-IVd-j-21 | 6 | Naibibigay | ang impormasyong hinihingi | ng nakalarawang balangkas | Filipino | |
| F6PT-IIIe-1.8 | 6 | Naibibigay | sa pamamagitan ng sitwasyong pinaggamitan pamilyar na salita | ang kahulugan ng pamilyar at di-pamilyar | Filipino | |
| F6PT-IVd-1.11 | 6 | Naibibigay | sa pamamagitan ng pagbibigay ng halimbawa | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6V-IIeh-1.8 | 6 | Naibibigay | sa pamamagitan ng sitwasyong pinaggamitan ng salita | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-IIIf-1.13 | 6 | Naibibigay | sa pamamagitan ng paglalarawan | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6V-IId-1.5 | 6 | Naibibigay | sa pamamagitan ng kasalungat na kahulugan | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-Id-1.14 | 6 | Naibibigay | sa pamamagitan ng gamit sa pangungusap | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-Ie-1.8 | 6 | Naibibigay | sa pamamagitan ng sitwasyong pinaggamitan | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-If-1.16 | 6 | Naibibigay | sa pamamagitan ng pag-uugnay sa ibang aralin | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-Ih-1.17 | 6 | Naibibigay | sa pamamagitan ng kayarian nito | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-Ii-1.14 | 6 | Naibibigay | sa pamamagitan ng gamit sa pangungusap | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-IIIb-1.7 | 6 | Naibibigay | sa pamamagitan ng pagdedepinisyon | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-IIIg-1.11 | 6 | Naibibigay | sa pamamagitan ng pagbibigay ng halimbawa | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-IIIh-1.10 | 6 | Naibibigay | sa pamamagitan ng pormal na depinisyon | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-IIIi-1.16 | 6 | Naibibigay | sa pamamagitan ng pag-uugnay sa ibang asignatura | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-Ij-1.10 | 6 | Naibibigay | sa pamamagitan ng pormal na depinisyon | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-IVc-1.10 | 6 | Naibibigay | sa pamamagitan ng pormal na depinisyon | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-IVg-1.13 | 6 | Naibibigay | sa pamamagitan ng paglalarawan | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-IVi-1.8 | 6 | Naibibigay | sa pamamagitan ng sitwasyong pinaggamitan | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6V-IIc-1.10 | 6 | Naibibigay | sa pamamagitan ng pormal na depinisyon | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6V-IIe-h-1.8 | 6 | Naibibigay | sa pamamagitan ng sitwasyong pinaggamitan ng salita | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6V-IIg-1.17 | 6 | Naibibigay | sa pamamagitan ng kayarian nito | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6V-IIj-1.16 | 6 | Naibibigay | sa pamamagitan ng pag-uugnay sa ibang asignatura | ang kahulugan ng pamilyar at di-pamilyar na salita | Filipino | |
| F6PT-IVa-1.7 | 6 | Naibibigay | sa pamamagitan ng pagdedepinisyon | ang kahulugan ng pamilyar at d-pamilyar na salita | Filipino | |
| F6PS-IVe-9 | 6 | Naibibigay | ang maaaring solusyon sa isang suliranin | na naobserbahan sa paligid | Filipino | |
| F6PN-IIId-19 | 6 | Naibibigay | ang paksa ng napakinggang teksto | Filipino | ||
| F6PN-IIIc-18 | 6 | Naibibigay | ang sanhi at bunga ng mga pangyayari | Filipino | ||
| F6PU-IIIb-3 | 6 | Naiguguhit | ang napiling pangyayari sa kuwentong binasa | Filipino | ||
| F6PB-IIIe-23 | 6 | Naiisa-isa | ang mga argumento sa binasang teksto | Filipino | ||
| F6PS-IIj-12.1 | 6 | Nailalarawan | batay sa damdamin nito | ang tauhan | Filipino | |
| F6RC-IIa-4 | 6 | Nailalarawan | ang tauhan at tagpuan | sa binasang kuwento | Filipino | |
| F6PL-0a-j-1 | 6 | Naipagmamalaki | sa pamamagitan ng paggamit nito | ang sariling wika | Filipino | |
| F6PS-IIfi-1 | 6 | Naipahahayag | ang sariling opinyon o reaksyon | sa isang napakinggang balita isyu o usapan | Filipino | |
| F6PS-IIIg-1 | 6 | Naipahahayag | ang sariling opinyon o reaksyon | sa isang napakinggang balita isyu o usapan | Filipino | |
| F6PS-Ij-1 | 6 | Naipahahayag | ang sariling opinyon o reaksyon | sa isang napakinggang balita isyu o usapan | Filipino | |
| F6PS-IIfi-1 | 6 | Naipahahayag | ang sariling opinyon o reaskyon | sa isang napakinggang balita o usapan | Filipino | |
| F6PS-IVc-1 | 6 | Naipahahayag | ang sariling opinyon o reaskyon | sa isang napakinggang balita o usapan | Filipino | |
| F6PL-0a-j-7 | 6 | Naipakikita | ang hilig sa pagbabasa | Filipino | ||
| F6PL-0a-j-7 | 6 | Naipakikita | ang hilig sa pagbabasa | Filipino | ||
| F6PL-0a-j-7 | 6 | Naipakikita | sa pamamagitan ng pagpili ng babasahing angkop sa edad at kultura | ang hilig sa pagbabasa | Filipino | |
| F6VC-IIcj-12 | 6 | Naipakikita | sa pamamagitan ng pagsasadula ng naibigang bahagi | ang pag-unawa sa pinanood | Filipino | |
| F6VC-IIcj-12 | 6 | Naipakikita | sa pamamagitan ng pagsasakilos ng bahaging naibigan o pagguhit ng isang poster | ang pag-unawa sa pinanood | Filipino | |
| F6PL- 0a-j-3 | 6 | Naipamamalas | ang paggalang sa ideya, damdamin at kultura ng may akda ng tekstong napakinggan o nabasa | Filipino | ||
| F6PN-IIIa-1.2 | 6 | Naisasagawa | ang napakinggang hakbang ng isang gawain | Filipino | ||
| F6PN-IVa-1.2 | 6 | Naisasagawa | ang napakinggang hakbang ng isang gawain | Filipino | ||
| F6PB-Ih-5 | 6 | Naisasalaysay | nang may wastong pagkakasunod-sunod | ang mga pangyayari | sa nabasang tekstong pang-impormasyon | Filipino |
| F6PS-If-6.1 | 6 | Naisasalaysay muli | gamit ang mga pangungusap | ang napakinggang teksto | Filipino | |
| F6PS-IIe-6.1 | 6 | Naisasalaysay muli | gamit ang sariling salita | ang napakinggang teksto | Filipino | |
| F6PS-IIIh-6.6 | 6 | Naisasalaysay muli | gamit ang sariling salita | ang napakinggang teksto | Filipino | |
| F5PS-IVi-6.6 | 6 | Naisasalaysay muli | ang napakinggang teksto | Filipino | ||
| F6PN-IVb-4 | 6 | Naiuugnay | sa napakinggang teksto | ang sariling karanasan | Filipino | |
| F6PD-IVb-17 | 6 | Naiuugnay | sa napanood | ang sariling karanasan | Filipino | |
| F6PN-IIb-4 | 6 | Naiuugnay | sa napakinggang teksto | ang sariling karanasan | Filipino | |
| F6PB-Ia-1 | 6 | Naiuugnay | ang binasa | sa sariling karanasan | Filipino | |
| F6PB-IVa-1 | 6 | Naiuugnay | ang binasa | sa sariling karanasan | Filipino | |
| F6PU-IIIg-6 | 6 | Nakabubuo | ng isang poster | Filipino | ||
| F6PT-IIIj-15 | 6 | Nakabubuo | gamit ang panlapi at salitang-ugat | ng mga bagong salita | Filipino | |
| F6 SS -IIg-5 | 6 | Nakagagamit | sa pagkalap ng impormasyon | ng iba’t ibang bahagi ng aklat | Filipino | |
| F6PN-IVf-10 | 6 | Nakagagawa | ng dayagram ng ugnayang sanhi at bunga ng mga pangyayari/problema-solusyon | Filipino | ||
| F6WG-IVb-i-10 | 6 | Nakagagawa | gamit ang iba’t ibang bahagi ng pananalita | ng patalastas at usapan | Filipino | |
| F6PD-IVd-j-24 | 6 | Nakagagawa | ng sariling maikling pelikula (pangkatang gawain) | Filipino | ||
| F6EP –IIIg-11 | 6 | Nakakukuha | sa pamamagitan ng pahapyaw na pagbasa | ng impormasyon | Filipino | |
| F6PS-IVi-j-11 | 6 | Nakalalahok | sa mga gawaing kailangan ang madamdaming pagpapahayag tulad ng sabayang pagbigkas, reader’s theater at dula-dulaan | Filipino | ||
| F6PB-Ig-8 | 6 | Nakapagbibigay | ng angkop na pamagat sa binasang talata | Filipino | ||
| F6PN-IIIg-19 | 6 | Nakapagbibigay | ng angkop na pamagat sa napakinggang talata | Filipino | ||
| F6PN-IIIj-12 | 6 | Nakapagbibigay | ng hinuha sa kalalabasan ng mga pangyayari | sa alamat na napakinggan | Filipino | |
| F6PN-Id-e-12 | 6 | Nakapagbibigay | ng hinuha sa kalalabasan ng mga pangyayari | sa alamat na napakinggan | Filipino | |
| F6PN-IIIe19 | 6 | Nakapagbibigay | ng lagom o buod ng tekstong napakinggan | Filipino | ||
| F6PN-IIIi-19 | 6 | Nakapagbibigay | ng lagom o buod ng tekstong napakinggan | Filipino | ||
| F6PS-Ib-8 | 6 | Nakapagbibigay | ng panuto | na may higit sa limang hakbang | Filipino | |
| F6PS-IIg-8.7 | 6 | Nakapagbibigay | ng panuto | na may higit sa limang hakbang | Filipino | |
| F6PS-IIIa-8 | 6 | Nakapagbibigay | ng panuto | Filipino | ||
| F6PB-IIIf-24 | 6 | Nakapagbibigay | ng sariling hinuha | bago, habang at pagkatapos ang pagbasa | Filipino | |
| F6PS-Ig-9 | 6 | Nakapagbibigay | ng sariling solusyon | sa isang suliraning naobserbahan | Filipino | |
| F6PS-IId-9 | 6 | Nakapagbibigay | ng sariling solusyon | sa isang suliraning naobserbahan | Filipino | |
| F6PS-IIIe-9 | 6 | Nakapagbibigay | ng sariling solusyon | sa isang suliraning naobserbahan | Filipino | |
| F6 SS -IIb-10 | 6 | Nakapagtatala | ng datos mula sa binasang teksto | Filipino | ||
| F6EP –IIId-10 | 6 | Nakapagtatala | ng datos mula sa binasang teksto | Filipino | ||
| F6PB-IVg-20 | 6 | Nakapagtatanong | tungkol sa impormasyong inilahad sa dayagram, tsart, mapa at graph | Filipino | ||
| F6PD-IIIcj-15 | 6 | Nakapag-uulat | tungkol sa pinanood | Filipino | ||
| F6PD-IIIc-j-15 | 6 | Nakapag-uulat | tungkol sa pinanood | Filipino | ||
| F6EP –Iva-12 | 6 | Nakapipili | batay sa sariling pangangailangan at interes | ng angkop na aklat | Filipino | |
| F6PU-IVc-2.11 | 6 | Nakasusulat | ng bahagi ng balitang pang-isport | Filipino | ||
| F6PU-Ib-2.8 | 6 | Nakasusulat | ng idiniktang talata | Filipino | ||
| F6PU-IVi-2.12.2 | 6 | Nakasusulat | ng iskrip | para sa teleradyo | Filipino | |
| F6PU-IVe-2.12.1 | 6 | Nakasusulat | ng iskrip para sa radio broadcasting | Filipino | ||
| F6PU-Id-2.2 | 6 | Nakasusulat | ng kuwento | Filipino | ||
| F6PU-IIIi-2.3 | 6 | Nakasusulat | ng liham | Filipino | ||
| F6PU-Ij-2.3 | 6 | Nakasusulat | ng liham pangkaibigan | Filipino | ||
| F6PU-IVf-2.3 | 6 | Nakasusulat | ng liham sa editor | Filipino | ||
| F6PU-IVa-2.1 | 6 | Nakasusulat | ng sanaysay na naglalarawan | Filipino | ||
| F6PU-If-2.1 | 6 | Nakasusulat | ng talatang nagpapaliwanag | Filipino | ||
| F6PU-Ih-2.1 | 6 | Nakasusulat | ng talatang nagsasalaysay | Filipino | ||
| F6PU-IIIe-2.2 | 6 | Nakasusulat | ng tula | Filipino | ||
| F6PU-IVb-2.1 | 6 | Nakasusulat | ng ulat | Filipino | ||
| F6PB-IIIi-2 | 6 | Nakasusunod | sa panuto | na nakasulat | Filipino | |
| F6PN-Ifh-1.1 | 6 | Nakasusunod | sa panuto | Filipino | ||
| F6PN-Ifh-1.1 | 6 | Nakasusunod | sa panuto | Filipino | ||
| F6PD-IVe-i-21 | 6 | Napaghahambing-hambing | ang iba’t ibang uri ng pelikula | Filipino | ||
| F6PN-IIIh-8.4 | 6 | Napagsusunod-sunod | na kronolohikal | ang mga pangyayari | sa napakinggang teksto | Filipino |
| F6PN-IVh-8.4 | 6 | Napagsusunod-sunod | ang mga pangyayari | sa napakinggang kasaysayan | Filipino | |
| F6PB-Ib-5.4 | 6 | Napagsusunod-sunod | sa tulong ng nakalarawang balangkas | ang mga pangyayari | sa kuwento | Filipino |
| F6PB-IIIh-5.5 | 6 | Napagsusunod-sunod | sa pamamagitan ng dugtungan | ang mga pangyayari | sa kuwento | Filipino |
| F6RC-IIe-5.2 | 6 | Napagsusunod-sunod | sa pamamagitan ng pamatnubay na tanong | ang mga pangyayari | sa kuwento | Filipino |
| F6PB-IVf-5.6 | 6 | Napagsusunod-sunod | ang mga pangyayari sa kuwento | Filipino | ||
| F6PB-IIIb-6.2 | 6 | Napag-uugnay | ang sanhi at bunga ng mga pangyayari | Filipino | ||
| F6PL-0a-j-4 | 6 | Napapahalagahan | ang mga tekstong pampanitikan | Filipino | ||
| F6PL-0a-j-4 | 6 | Napapahalagahan | sa pamamagitan ng paglahol sa mga gawaing kaugnay nito | ang mga tekstong pampanitikan | Filipino | |
| F6PL-0a-j-4 | 6 | Napapahalagahan | sa pamamagitan ng aktibong pakikilahok sa usapan at gawaing pampanitikan | ang mga tekstong pampanitikan | Filipino | |
| F6PT-IVb-j-14 | 6 | Napapangkat | ang mga salitang magkakaugnay | Filipino | ||
| F6PL-0a-j-6 | 6 | Napatutunayan | ang mensaheng inihahatid ng teksto | Filipino | ||
| F6EP-Ie-13 | 6 | Napupunan | nang wasto ang kard na pang-aklatan | Filipino | ||
| F6RC-IIb-10 | 6 | Nasasabi | ang paksa | sa binasang sanaysay | Filipino | |
| F6PB-IVb-10 | 6 | Nasasabi | ang paksa | ng binasang sanaysay | Filipino | |
| F6PN-IIIb-3.1 | 6 | Nasasagot | ang mga tanong | na literal tungkol sa napakinggang talaarawan | Filipino | |
| F6PN-IVd-3.1 | 6 | Nasasagot | ang mga tanong | na literal tungkol sa napakinggang talata | Filipino | |
| F6PB-Ic-e-3.1.2 | 6 | Nasasagot | ang mga tanong | tungkol sa tekstong pang-impormasyon | Filipino | |
| F6PB-Ic-e-3.1.2 | 6 | Nasasagot | ang mga tanong | tungkol sa tekstong pang-impormasyon (procedure ) | Filipino | |
| F6PB-If-3.2.1 | 6 | Nasasagot | ang mga tanong | na bakit at paano sa kuwento | Filipino | |
| F6PB-IIIc-3.2.2 | 6 | Nasasagot | ang mga tanong | na bakit at paano sa tekstong pang-impormasyon | Filipino | |
| F6PB-IIId-3.1.2 | 6 | Nasasagot | ang mga tanong | tungkol sa binasang ulat | Filipino | |
| F6PB-IVh-3.1.2 | 6 | Nasasagot | ang mga tanong | tungkol sa binasang ulat | Filipino | |
| F6PB-IVi-3.2.2 | 6 | Nasasagot | ang mga tanong | na bakit at paano sa tekstong pang-impormasyon | Filipino | |
| F6PD-Ij-20 | 6 | Nasasagot | ang mga tanong | tungkol sa pinanood | Filipino | |
| F6PN-Iag-3.1 | 6 | Nasasagot | ang mga tanong | tungkol sa napakinggang usapan | Filipino | |
| F6PN-Ia-g-3.1 | 6 | Nasasagot | ang mga tanong | tungkol sa napakinggang kuwento | Filipino | |
| F6PN-Ia-g-3.1 | 6 | Nasasagot | ang mga tanong | tungkol sa napakinggang pabula | Filipino | |
| F6PN-IIaeg-3.1 | 6 | Nasasagot | ang mga tanong | tungkol sa napakinggang pabula | Filipino | |
| F6PN-IIa-g-3.1 | 6 | Nasasagot | ang mga tanong | tungkol sa napakinggang kuwento | Filipino | |
| F6PN-IIa-g-3.1 | 6 | Nasasagot | ang mga tanong | tungkol sa napakinggang usapan | Filipino | |
| F6RC-IIdf-3.1.1 | 6 | Nasasagot | ang mga tanong | tungkol sa binasang talaarawan | Filipino | |
| F6RC-IId-f-3.1.1 | 6 | Nasasagot | ang mga tanong | tungkol sa binasang anekdota | Filipino | |
| F6PU-Iac.2 | 6 | Nasisipi | ang isang talata mula sa huwaran | Filipino | ||
| F6PU-IIIa-1.2 | 6 | Nasisipi | ang isang ulat mula sa huwaran | Filipino | ||
| F6PD-IVd-h-19 | 6 | Nasusuri | ang estilong ginamit ng gumawa ng pelikula | Filipino | ||
| F6PD-If—10 | 6 | Nasusuri | ang mga kaisipan at pagpapahalagang nakapaloob | sa napanood na maikling pelikula | Filipino | |
| F6PB-IVc-e-22 | 6 | Nasusuri | ang pagkakaiba ng kathang-isip at di-kathang-isip na teksto (fiction at non-fiction) | Filipino | ||
| F6PB-Ivc-e-22 | 6 | Nasusuri | ang pagkakaiba ng teksto (fiction at non-fiction) | Filipino | ||
| F6PD-IIIfh-16 | 6 | Nasusuri | ang tauhan at tagpuan | sa napanood na maikling pelikula | Filipino | |
| F6PB-IIIj-19 | 6 | Nasusuri | kung opinyon o katotohanan ang pahayag | Filipino | ||
| F6PN-IId-18 | 6 | Natutukoy | ang mahahalagang pangyayari | sa napakinggang sanaysay | Filipino | |
| F6VC-IIe-13 | 6 | Natutukoy | ang tema/layunin | ng pinanood na pelikula | Filipino | |
| H6CMH-Ii-j-9 | 6 | Advocates | environmental protection through proper waste management | Health-PE | ||
| H6CH-IVh-21 | 6 | Analyzes | packaging and labels of health products | Health-PE | ||
| PE6PF-Ib-h-18 | 6 | Assesses | regularly; based on physical activity pyramid | participation in physical activities | Health-PE | |
| PE6PF-IIb-h-18 | 6 | Assesses | regularly; based on physical activity pyramid | participation in physical activities | Health-PE | |
| PE6PF-IIIb-h-18 | 6 | Assesses | regularly; based on physical activity pyramid | participation in physical activities | Health-PE | |
| PE6PF-IVb-h-18 | 6 | Assesses | regularly; based on physical activity pyramid | participation in physical activities | Health-PE | |
| H6PH-Ig-h-24 | 6 | Avails | himself/herself | of health services in the school and in the community | Health-PE | |
| H6CMH-IIe-5 | 6 | Classifies | different types of wastes | Health-PE | ||
| H6PH-Ia-b-19 | 6 | Demonstrates | self-management skills | Health-PE | ||
| H6EH-IIIa-1 | 6 | Describes | diseases and disorders caused by poor environmental sanitation | Health-PE | ||
| H6CMH-IIa-1 | 6 | Describes | healthy school and community environments | Health-PE | ||
| H6PH-Ia-b-18 | 6 | Describes | personal health issues and concerns | Health-PE | ||
| H6CMH-IIf-6 | 6 | Describes | proper ways of waste disposal | Health-PE | ||
| H6CH-Ivc-d-15 | 6 | Describes | the different components of consumer health | Health-PE | ||
| PE6PF-Ia-16 | 6 | Describes | the physical activity pyramid | Health-PE | ||
| PE6PF-IIa-16 | 6 | Describes | the physical activity pyramid | Health-PE | ||
| PE6PF-IIIa-16 | 6 | Describes | the physical activity pyramid | Health-PE | ||
| PE6PF-IVa-16 | 6 | Describes | the physical activity pyramid | Health-PE | ||
| PE6GS-Ib-2 | 6 | Describes | the skills | involved in the games | Health-PE | |
| PE6GS-IIb-2 | 6 | Describes | the skills | involved in the games | Health-PE | |
| PE6RD-IIIb-2 | 6 | Describes | the skills | involved in the dance | Health-PE | |
| PE6RD-IVb-2 | 6 | Describes | the skills | involved in the dance | Health-PE | |
| H6CH-Ivc-d-16 | 6 | Differentiates | over-the-counter from prescription medicines | Health-PE | ||
| H6PH-Ic-20 | 6 | Discusses | health appraisal procedures during puberty | Health-PE | ||
| H6EH-IIIc-3 | 6 | Discusses | ways to keep air clean and safe | Health-PE | ||
| H6EH-IIIc-3 | 6 | Discusses | ways to keep water clean and safe | Health-PE | ||
| H6CH-Ii-j-23 | 6 | Discusses | ways to protect oneself from fraudulent health products | Health-PE | ||
| PE6PF-IIIb-h-20 | 6 | Displays | during participation in physical activities | joy of effort and respect for others | Health-PE | |
| PE6PF-IVb-h-20 | 6 | Displays | during participation in physical activities | joy of effort and respect for others | Health-PE | |
| PE6PF-Ib-h-20 | 6 | Displays | during participation in physical activities | joy of effort, respect for others and fair play | Health-PE | |
| PE6PF-IIb-h-20 | 6 | Displays | during participation in physical activities | joy of effort, respect for others and fair play | Health-PE | |
| H6CH-Ivb-c-14 | 6 | Enumerates | the components of consumer health | Health-PE | ||
| PE6GS-Ic-h-4 | 6 | Executes | different skills | involved in the game | Health-PE | |
| PE6GS-IIc-h-4 | 6 | Executes | different skills | involved in the game | Health-PE | |
| PE6RD-IIIc-h-4 | 6 | Executes | different skills | involved in the dance | Health-PE | |
| PE6RD-IVc-h-4 | 6 | Executes | different skills | involved in the dance | Health-PE | |
| H6CH-IVh-22 | 6 | Exercises | in selecting health products | good decision-making skills | Health-PE | |
| PE6PF-Ia-21 | 6 | Explains | health and skill related fitness components | Health-PE | ||
| PE6PF-IIa-21 | 6 | Explains | health and skill related fitness components | Health-PE | ||
| PE6PF-IIIa-21 | 6 | Explains | health and skill related fitness components | Health-PE | ||
| PE6PF-IVa-21 | 6 | Explains | health and skill related fitness components | Health-PE | ||
| H6EH-IIIb-2 | 6 | Explains | how poor environmental sanitation can negatively impact the individual’s health | Health-PE | ||
| H6EH-IIId-4 | 6 | Explains | the effect of a noisy environment | Health-PE | ||
| H6CMH-IIb-2 | 6 | Explains | the effect of living in a healthful school and community | Health-PE | ||
| H6EH-IIIhi-7 | 6 | Explains | the effect of pests and rodents on one’s health | Health-PE | ||
| H6CH-IVa-13 | 6 | Explains | the importance of consumer health | Health-PE | ||
| H6PH-Id-f-21 | 6 | Explains | the importance of undergoing health appraisal procedures | Health-PE | ||
| PE6PF-Ia-17 | 6 | Explains | the indicators for fitness | Health-PE | ||
| PE6PF-IIa-17 | 6 | Explains | the indicators for fitness | Health-PE | ||
| PE6PF-IIIa-17 | 6 | Explains | the indicators for fitness | Health-PE | ||
| PE6PF-IVa-17 | 6 | Explains | the indicators for fitness | Health-PE | ||
| PE6GS-Ib-1 | 6 | Explains | the nature/background | of the games | Health-PE | |
| PE6GS-IIb-1 | 6 | Explains | the nature/background | of the games | Health-PE | |
| PE6RD-IIIb-1 | 6 | Explains | the nature/background | of the dance | Health-PE | |
| PE6RD-IVb-1 | 6 | Explains | the nature/background | of the dance | Health-PE | |
| H6CH-IVf-18 | 6 | Explains | the uses of some over-the-counter and prescription medicines | Health-PE | ||
| H6CH-IVe-17 | 6 | Gives | examples of over-the-counter medicines | Health-PE | ||
| H6CH-IVe-17 | 6 | Gives | examples of prescription medicines | Health-PE | ||
| PE6PF-Ib-h-22 | 6 | Identifies | areas for improvement | Health-PE | ||
| PE6PF-IIb-h-22 | 6 | Identifies | areas for improvement | Health-PE | ||
| PE6PF-IIIb-h-22 | 6 | Identifies | areas for improvement | Health-PE | ||
| PE6PF-IVb-h-22 | 6 | Identifies | areas for improvement | Health-PE | ||
| H6CH-IVg-19 | 6 | Identifies | common propaganda techniques used in advertising | Health-PE | ||
| H6PH-Ig-h-23 | 6 | Identifies | community health resources and facilities that may be utilized to address various personal health issues and concerns | Health-PE | ||
| H6CMH-IIe-4 | 6 | Identifies | different wastes | Health-PE | ||
| H6EH-IIIh-i-8 | 6 | Identifies | some common diseases caused by pests and rodents | Health-PE | ||
| H6CMH-IIg-7 | 6 | Identifies | things that can be recycled in school and in the community | Health-PE | ||
| H6CMH-IIc-d-3 | 6 | Knows | how to build and keep school and community environments healthy | Health-PE | ||
| H6CMH-IIh-8 | 6 | Observes | proper waste management in school | Health-PE | ||
| H6CMH-IIh-8 | 6 | Observes | proper waste management at home | Health-PE | ||
| H6CMH-IIh-8 | 6 | Observes | proper waste management in the community | Health-PE | ||
| PE6GS-Ib-h-3 | 6 | Observes | safety precautions | Health-PE | ||
| PE6GS-IIb-h-3 | 6 | Observes | safety precautions | Health-PE | ||
| PE6RD-IIIb-h-3 | 6 | Observes | safety precautions | Health-PE | ||
| PE6RD-IVb-h-3 | 6 | Observes | safety precautions | Health-PE | ||
| H6EH-IIIfg-6 | 6 | Practices | ways to control/manage noise pollution | Health-PE | ||
| H6EH-IIIj-9 | 6 | Practices | ways to prevent and control pests and rodents | Health-PE | ||
| H6PH-Ig-h-25 | 6 | Promotes | the use of health resources and facilities in the school and in the community | Health-PE | ||
| PE6PF-Ib-h-19 | 6 | Recognizes | the value of participation | in physical activities | Health-PE | |
| PE6PF-IIb-h-19 | 6 | Recognizes | the value of participation | in physical activities | Health-PE | |
| PE6PF-IIIb-h-19 | 6 | Recognizes | the value of participation | in physical activities | Health-PE | |
| PE6PF-IVb-h-19 | 6 | Recognizes | the value of participation | in physical activities | Health-PE | |
| H6EH-IIIe-5 | 6 | Suggests | ways to control/managae noise pollution | Health-PE | ||
| H6PH-Id-f-22 | 6 | Undergoes | regularly | health appraisal procedures | Health-PE | |
| M6NS-Id-106.2 | 6 | Adds | without or with regrouping | decimals | through ten thousandths | Math |
| M6NS-Id-106.2 | 6 | Adds | without or with regrouping | mixed decimals | through ten thousandths | Math |
| M6NS-Ia-86 | 6 | Adds | without or with regrouping | mixed numbers | Math | |
| M6NS-Ia-86 | 6 | Adds | without or with regrouping | simple fractions | Math | |
| M6NS-IIh-154 | 6 | Arranges | integers. | Math | ||
| M6ME-IIIg-17 | 6 | Calculates | distance. | Math | ||
| M6ME-IIIg-17 | 6 | Calculates | speed. | Math | ||
| M6ME-IIIg-17 | 6 | Calculates | time. | Math | ||
| M6SP-IVe-1.6 | 6 | Collects | using any source | data on one to two variables | Math | |
| M6NS-IIg-152 | 6 | Compares | integers with other numbers such as whole numbers, fractions, and decimals | Math | ||
| M6NS-IIh-154 | 6 | Compares | integers. | Math | ||
| M6SP-IVe-2.6 | 6 | Constructs | based on a given set of data. | a pie graph | Math | |
| M6NS-Ib-93.2 | 6 | Creates | with reasonable answers | problems involving addition of fractions. | Math | |
| M6NS-If-114 | 6 | Creates | with reasonable answers | problems involving addition of mixed decimals. | including money. | Math |
| M6NS-If-114 | 6 | Creates | with reasonable answers | problems involving addition of whole numbers | including money. | Math |
| M6NS-If-114 | 6 | Creates | with reasonable answers | problems involving multiplication mixed decimals. | including money. | Math |
| M6SP-IVg-6 | 6 | Creates | problems that can be answered using information presented in a pie graph | Math | ||
| M6NS-If-114 | 6 | Creates | with reasonable answers | problem involving multiplication of whole numbers | including money. | Math |
| M6NS-Id-109.2 | 6 | Creates | with reasonable answers | problems involving addition of decimals. | Math | |
| M6NS-Ia-88.3 | 6 | Creates | with reasonable answers | problems involving addition of fractions. | Math | |
| M6NS-Id-109.2 | 6 | Creates | with reasonable answers | problems involving addition of mixed decimals. | Math | |
| M6NS-Ic-98.2 | 6 | Creates | with reasonable answers | problems involving division of fractions. | without or with any of the other operations | Math |
| M6NS-Ic-98.2 | 6 | Creates | with reasonable answers | problems involving division of mixed fractions. | without or with any of the other operations | Math |
| M6NS-Id-109.2 | 6 | Creates | with reasonable answers | problems involving subtraction of decimals. | Math | |
| M6NS-Ia-88.3 | 6 | Creates | with reasonable answers | problems involving subtraction of fractions. | Math | |
| M6NS-Id-109.2 | 6 | Creates | with reasonable answers | problems involving subtraction of mixed decimals. | Math | |
| M6NS-If-114 | 6 | Creates | with reasonable answers | problems involving addition of decimals. | including money. | Math |
| M6NS-Ib-93.2 | 6 | Creates | with reasonable answers | problems involving addition of mixed fractions. | Math | |
| M6NS-Ij-121.2 | 6 | Creates | with reasonable answers | problems involving division of decimals. | without or with any of the other operations; including money. | Math |
| M6NS-Ij-121.2 | 6 | Creates | with reasonable answers | problems involving division of mixed decimals. | without or with any of the other operations; including money. | Math |
| M6NS-Ij-121.2 | 6 | Creates | with reasonable answers | problems involving division of whole numbers | without or with any of the other operations; including money. | Math |
| M6ME-IVd-102 | 6 | Creates | with reasonable answers. | problems involving electric consumption | Math | |
| M6AL-IIIf-20 | 6 | Creates | routine and non-routine | problems involving equations. | Math | |
| M6SP-IVj-25 | 6 | Creates | problems involving experimental probability. | Math | ||
| M6NS-If-114 | 6 | Creates | with reasonable answers | problems involving multiplication of decimals. | including money. | Math |
| M6NS-Ib-93.2 | 6 | Creates | with reasonable answers | problems involving multiplication of fractions. | Math | |
| M6NS-Ib-93.2 | 6 | Creates | with reasonable answers | problems involving multiplication of mixed fractions. | Math | |
| M6AL-IIIf-20 | 6 | Creates | routine and non-routine | problems involving numerical expressions. | Math | |
| M6NS-IIe-145 | 6 | Creates | with reasonable answers. | problems involving percent, | Math | |
| M6NS-IIc-135 | 6 | Creates | with reasonable answers. | problems involving proportion | Math | |
| M6NS-IIc-135 | 6 | Creates | with reasonable answers. | problems involving ratio | Math | |
| M6NS-If-114 | 6 | Creates | with reasonable answers | problems involving subtraction of decimals. | including money. | Math |
| M6NS-Ib-93.2 | 6 | Creates | with reasonable answers | problems involving subtraction of fractions. | Math | |
| M6NS-If-114 | 6 | Creates | with reasonable answers | problems involving subtraction of mixed decimals. | including money. | Math |
| M6NS-Ib-93.2 | 6 | Creates | with reasonable answers | problems involving subtraction of mixed fractions. | Math | |
| M6NS-If-114 | 6 | Creates | with reasonable answers | problems involving subtraction of whole numbers | including money. | Math |
| M6ME-IVc-99 | 6 | Creates | with reasonable answers. | problems involving surface area of solid figures | Math | |
| M6ME-IVc-99 | 6 | Creates | with reasonable answers. | problems involving surface area of space figures | Math | |
| M6SP-IVj-25 | 6 | Creates | problems involving theoretical probability. | Math | ||
| M6ME-IVc-99 | 6 | Creates | with reasonable answers. | problems involving volume of solid figures | Math | |
| M6ME-IVc-99 | 6 | Creates | with reasonable answers. | problems involving volume of space figures | Math | |
| M6ME-IVd-102 | 6 | Creates | with reasonable answers. | problems involving water consumption | Math | |
| M6NS-IIb-131 | 6 | Defines | using concrete or pictorial models. | the meaning of ratio | Math | |
| M6AL-IIIe-17 | 6 | Defines | a variable in an algebraic expression. | Math | ||
| M6AL-IIIe-17 | 6 | Defines | a variable in an equation. | Math | ||
| M6NS-IIb-131 | 6 | Defines | using concrete or pictorial models. | the meaning of proportion | Math | |
| M6ME-IIIi-92 | 6 | Derives | a formula for finding the surface area of cones | Math | ||
| M6ME-IIIi-92 | 6 | Derives | a formula for finding the surface area of cubes. | Math | ||
| M6ME-IIIi-92 | 6 | Derives | a formula for finding the surface area of cylinders | Math | ||
| M6ME-IIIi-92 | 6 | Derives | a formula for finding the surface area of prisms | Math | ||
| M6ME-IIIi-92 | 6 | Derives | a formula for finding the surface area of pyramids | Math | ||
| M6ME-IIIi-92 | 6 | Derives | a formula for finding the surface area of spheres. | Math | ||
| M6ME-IVa-96 | 6 | Derives | the formula for finding the volume of cones | Math | ||
| M6ME-IVa-96 | 6 | Derives | the formula for finding the volume of cylinders | Math | ||
| M6ME-IVa-96 | 6 | Derives | the formula for finding the volume of pyramids | Math | ||
| M6ME-IVa-96 | 6 | Derives | the formula for finding the volume of spheres. | Math | ||
| M6ME-IIIi-91 | 6 | Describes | surface area. | Math | ||
| M6GE-IIIa-27 | 6 | Describes | the different solid figures: cube | Math | ||
| M6GE-IIIc-31 | 6 | Describes | the different solid figures: cube | Math | ||
| M6GE-IIIa-27 | 6 | Describes | the different solid figures: prism | Math | ||
| M6GE-IIIc-31 | 6 | Describes | the different solid figures: prism | Math | ||
| M6NS-IIf-146 | 6 | Describes | the base in a number expressed in exponential notation. | Math | ||
| M6NS-IIh-155 | 6 | Describes | using materials such as algebra tiles, counters, chips, and cards. | the basic operations on integers | Math | |
| M6GE-IIIa-27 | 6 | Describes | the different solid figures: pyramid | Math | ||
| M6GE-IIIc-31 | 6 | Describes | the different solid figures: pyramid | Math | ||
| M6GE-IIIa-27 | 6 | Describes | the different solid figures: cone | Math | ||
| M6GE-IIIc-31 | 6 | Describes | the different solid figures: cone | Math | ||
| M6GE-IIIa-27 | 6 | Describes | the different solid figures: cylinder | Math | ||
| M6GE-IIIc-31 | 6 | Describes | the different solid figures: cylinder | Math | ||
| M6GE-IIIa-27 | 6 | Describes | the different solid figures: sphere. | Math | ||
| M6GE-IIIc-31 | 6 | Describes | the different solid figures: sphere. | Math | ||
| M6NS-IIf-146 | 6 | Describes | the exponent in a number expressed in exponential notation. | Math | ||
| M6SP-IVg-19 | 6 | Describes | the meaning of probability such as 50% chance of rain | Math | ||
| M6SP-IVg-19 | 6 | Describes | the meaning of probability such as one in a million chance of winning. | Math | ||
| M6NS-IIg-151 | 6 | Describes | the set of integers. | Math | ||
| M6ME-IVa-95 | 6 | Determines | cone | Math | ||
| M6ME-IVa-95 | 6 | Determines | cylinder | Math | ||
| M6ME-IVa-95 | 6 | Determines | cylinder | Math | ||
| M6ME-IVa-95 | 6 | Determines | pyramid | Math | ||
| M6ME-IVa-95 | 6 | Determines | rectangular prism | Math | ||
| M6ME-IVa-95 | 6 | Determines | sphere | Math | ||
| M6AL-IIId-15 | 6 | Differentiates | expression from equation | Math | ||
| M6GE-IIIa-28 | 6 | Differentiates | solid figures from plane figures | Math | ||
| M6NS-Ii-119 | 6 | Differentiates | terminating from repeating, non-terminating decimal quotients | Math | ||
| M6NS-Ig-116.3 | 6 | Divides | decimals | up to 2 decimal places | Math | |
| M6NS-Ig-116.4 | 6 | Divides | decimals | up to 2 decimal places | Math | |
| M6NS-Ih-118 | 6 | Divides | mentally | decimals by 10, 100, and 1 000 | up to 2 decimal places | Math |
| M6NS-Ih-116.5 | 6 | Divides | decimals places by 0.1, 0.01, and 0.001. | up to 4 decimal | Math | |
| M6NS-Ig-116.4 | 6 | Divides | mixed decimals | up to 2 decimal places | Math | |
| M6NS-Ic-96.2 | 6 | Divides | mixed fractions. | Math | ||
| M6NS-Ic-96.2 | 6 | Divides | simple fractions | Math | ||
| M6NS-Ig-116.3 | 6 | Divides | whole numbers | Math | ||
| M6NS-IIf-148 | 6 | Explains | the Grouping, Exponent, Multiplication, Division, Addition, Subtraction (GEMDAS) rule. | Math | ||
| M6NS-IIa-129 | 6 | Expresses | one value as a fraction of another given their ratio and vice versa. | Math | ||
| M6NS-IId-142 | 6 | Finds | the percent in a given problem. | Math | ||
| M6NS-IId-142 | 6 | Finds | the percentage in a given problem. | Math | ||
| M6NS-IId-142 | 6 | Finds | the rate in a given problem. | Math | ||
| M6ME-IIIi-93 | 6 | Finds | the surface area of pyramids. | Math | ||
| M6NS-IIb-133 | 6 | Finds | a missing term in a proportion ( inverse) | Math | ||
| M6NS-IIb-133 | 6 | Finds | a missing term in a proportion (direct) | Math | ||
| M6NS-IIb-133 | 6 | Finds | a missing term in a proportion (part) | Math | ||
| M6NS-IIa-130 | 6 | Finds | how many times one value is as large as another given their ratio and vice versa. | Math | ||
| M6ME-IIIh-89 | 6 | Finds | the area of composite figures formed by any two or more of the following: circle | Math | ||
| M6ME-IIIh-89 | 6 | Finds | the area of composite figures formed by any two or more of the following: rectangle | Math | ||
| M6ME-IIIh-89 | 6 | Finds | the area of composite figures formed by any two or more of the following: semi-circle. | Math | ||
| M6ME-IIIh-89 | 6 | Finds | the area of composite figures formed by any two or more of the following: square | Math | ||
| M6ME-IIIh-89 | 6 | Finds | the area of composite figures formed by any two or more of the following: triangle | Math | ||
| M6ME-IIIi-93 | 6 | Finds | the surface area of cones. | Math | ||
| M6ME-IIIi-93 | 6 | Finds | the surface area of cubes. | Math | ||
| M6ME-IIIi-93 | 6 | Finds | the surface area of cylinders. | Math | ||
| M6ME-IIIi-93 | 6 | Finds | the surface area of prisms. | Math | ||
| M6ME-IIIi-93 | 6 | Finds | the surface area of spheres. | Math | ||
| M6ME-IVb-97 | 6 | Finds | the volume of cones. | Math | ||
| M6ME-IVb-97 | 6 | Finds | the volume of cylinders. | Math | ||
| M6ME-IVb-97 | 6 | Finds | the volume of pyramids. | Math | ||
| M6ME-IVb-97 | 6 | Finds | the volume of spheres. | Math | ||
| M6AL-IIId-7 | 6 | Formulates | using different strategies | the rule in finding the nth term | Math | |
| M6AL-IIIe-16 | 6 | Gives | the translation of verbal equations into letters and vice versa. | real-life | Math | |
| M6AL-IIIe-16 | 6 | Gives | the translation of verbal equations into symbols and vice versa. | real-life | Math | |
| M6AL-IIIe-16 | 6 | Gives | the translation of verbal expressions into letters and vice versa. | real-life | Math | |
| M6AL-IIIe-16 | 6 | Gives | the translation of verbal expressions into symbols and vice versa. | real-life | Math | |
| M6NS-IIf-147 | 6 | Gives | the value of numbers | expressed in exponential notation | Math | |
| M6NS-IIg-150 | 6 | Identifies | situations that make use of integers. | real-life | Math | |
| M6GE-IIIb-30 | 6 | Identifies | the faces of a solid figure. | Math | ||
| M6GE-IIIc-32 | 6 | Identifies | using plane figures. | the nets of the following space figures: cone | Math | |
| M6GE-IIIc-32 | 6 | Identifies | using plane figures. | the nets of the following space figures: cube | Math | |
| M6GE-IIIc-32 | 6 | Identifies | using plane figures. | the nets of the following space figures: cylinder | Math | |
| M6GE-IIIc-32 | 6 | Identifies | using plane figures. | the nets of the following space figures: prism | Math | |
| M6GE-IIIc-32 | 6 | Identifies | using plane figures. | the nets of the following space figures: pyramid | Math | |
| M6GE-IIIc-32 | 6 | Identifies | using plane figures. | the nets of the following space figures: sphere | Math | |
| M6NS-IIb-131 | 6 | Illustrates | using concrete or pictorial models. | the meaning of ratio | Math | |
| M6GE-IIIb-29 | 6 | Illustrates | using various concrete and pictorial models. | the different solid figures | Math | |
| M6NS-IIb-131 | 6 | Illustrates | using concrete or pictorial models. | the meaning of proportion | Math | |
| M6SP-IVf-3.6 | 6 | Interprets | data presented in a pie graph. | Math | ||
| M6ME-IVd-100 | 6 | Interprets | electric meter readings. | Math | ||
| M6NS-IIh-155 | 6 | Interprets | using materials such as algebra tiles, counters, chips, and cards. | the basic operations on integers | Math | |
| M6NS-IIf-148 | 6 | Interprets | the Grouping, Exponent, Multiplication, Division, Addition, Subtraction (GEMDAS) rule. | Math | ||
| M6ME-IVd-100 | 6 | Interprets | water meter readings. | Math | ||
| M6SP-IVi-22 | 6 | Makes | listings and diagrams of outcomes. | Math | ||
| M6SP-IVi-22 | 6 | Makes | listings and diagrams of outcomes. | Math | ||
| M6SP-IVi-23 | 6 | Makes | simple predictions of events | based on the results of experiments. | Math | |
| M6NS-Ie-111.3 | 6 | Multiplies | decimals | with factors up to 2 decimal places. | Math | |
| M6NS-Ie-111.4 | 6 | Multiplies | mentally | decimals by 0.1, 0.01, 10 and 100. | up to 2 decimals places | Math |
| M6NS-Ie-111.3 | 6 | Multiplies | mixed decimals | with factors up to 2 decimal places. | Math | |
| M6NS-Ib-90.2 | 6 | Multiplies | mixed fractions | Math | ||
| M6NS-Ib-90.2 | 6 | Multiplies | simple fractions | Math | ||
| M6ME-IIIi-91 | 6 | Names | the unit of measure used for measuring the surface area of solid/space figures. | Math | ||
| M6NS-IIi-156 | 6 | Performs | the basic operations on integers. | Math | ||
| M6SP-IVh-21 | 6 | Performs | experiments | Math | ||
| M6NS-IIf-149 | 6 | Performs | with or without exponents and grouping symbols | two or more different operations on whole numbers | Math | |
| M6SP-IVi-22 | 6 | Predicts | using these listings and diagrams. | the number of favorable outcomes and chances | Math | |
| M6SP-IVh-20 | 6 | Quantifies | the phrase “unlikely to happen”. | Math | ||
| M6SP-IVh-20 | 6 | Quantifies | the phrase “most likely to happen” . | Math | ||
| M6ME-IVd-100 | 6 | Reads | electric meter readings. | Math | ||
| M6ME-IVd-100 | 6 | Reads | water meter readings. | Math | ||
| M6SP-IVh-21 | 6 | Records | outcomes | Math | ||
| M6NS-IIh-153 | 6 | Represents | on the number line. | integers | Math | |
| M6AL-IIIe-18 | 6 | Represents | using algebraic expressions and equations. | quantities | in real-life situations | Math |
| M6NS-IIb-132 | 6 | Sets up | for groups of objects or numbers and for given situations. | proportions | Math | |
| M6NS-IIe-144 | 6 | Solves | percent problems such as percent of increase/decrease (discounts). | Math | ||
| M6NS-IIe-144 | 6 | Solves | percent problems such as percent of increase/decrease (original price) | Math | ||
| M6NS-IIe-144 | 6 | Solves | percent problems such as percent of sales tax. | Math | ||
| M6NS-IIe-144 | 6 | Solves | percent problems such as percent of simple interest. | Math | ||
| M6NS-Id-108.2 | 6 | Solves | using appropriate problem solving strategies and tools. | 1 or more steps, non-routine problems involving addition of decimals | Math | |
| M6NS-Id-108.2 | 6 | Solves | using appropriate problem solving strategies and tools. | 1 or more steps, non-routine problems involving addition of mixed decimals | Math | |
| M6NS-Id-108.2 | 6 | Solves | using appropriate problem solving strategies and tools. | 1 or more steps, non-routine problems involving subtraction of decimals | Math | |
| M6NS-Id-108.2 | 6 | Solves | using appropriate problem solving strategies and tools. | 1 or more steps, non-routine problems involving subtraction of mixed decimals | Math | |
| M6NS-Id-108.2 | 6 | Solves | using appropriate problem solving strategies and tools. | 1 or more steps, routine problems involving addition of decimals | Math | |
| M6NS-Id-108.2 | 6 | Solves | using appropriate problem solving strategies and tools. | 1 or more steps, routine problems involving addition of mixed decimals | Math | |
| M6NS-Id-108.2 | 6 | Solves | using appropriate problem solving strategies and tools. | 1 or more steps, routine problems involving subtraction of decimals | Math | |
| M6NS-Id-108.2 | 6 | Solves | using appropriate problem solving strategies and tools. | 1 or more steps, routine problems involving subtraction of mixed decimals | Math | |
| M6NS-Ij-120.3 | 6 | Solves | using appropriate problem solving strategies and tools. | multi-step, non-routine problems involving division of decimals | and any of the other operations; including money | Math |
| M6NS-Ij-120.3 | 6 | Solves | using appropriate problem solving strategies and tools. | multi-step, non-routine problems involving division of mixed decimals | and any of the other operations; including money | Math |
| M6NS-Ij-120.3 | 6 | Solves | using appropriate problem solving strategies and tools. | multi-step, non-routine problems involving division of whole numbers | and any of the other operations; including money | Math |
| M6NS-Ij-120.3 | 6 | Solves | using appropriate problem solving strategies and tools. | multi-step, routine problems involving division of decimals | and any of the other operations; including money | Math |
| M6NS-Ij-120.3 | 6 | Solves | using appropriate problem solving strategies and tools. | multi-step, routine problems involving division of mixed decimals | and any of the other operations; including money | Math |
| M6NS-Ij-120.3 | 6 | Solves | using appropriate problem solving strategies and tools. | multi-step, routine problems involving division of whole numbers | and any of the other operations; including money | Math |
| M6NS-Ia-87.3 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving addition of fractions | Math | |
| M6NS-Ib-92.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving addition of fractions | Math | |
| M6NS-Ib-92.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving addition of mixed fractions | Math | |
| M6ME-IIIh-90 | 6 | Solves | non-routine problems involving area of composite figures formed by any two or more of the following: circle | Math | ||
| M6ME-IIIh-90 | 6 | Solves | non-routine problems involving area of composite figures formed by any two or more of the following: rectangle | Math | ||
| M6ME-IIIh-90 | 6 | Solves | non-routine problems involving area of composite figures formed by any two or more of the following: semi-circle. | Math | ||
| M6ME-IIIh-90 | 6 | Solves | non-routine problems involving area of composite figures formed by any two or more of the following: square | Math | ||
| M6ME-IIIh-90 | 6 | Solves | non-routine problems involving area of composite figures formed by any two or more of the following: triangle | Math | ||
| M6NS-IIj-157 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving basic operations of integers | Math | |
| M6AL-IIIf-19 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving different types of numerical equations such as 7+ 9 =___ + 6. | Math | |
| M6AL-IIIf-19 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving different types of numerical expressions | Math | |
| M6NS-Ii-120.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving division of decimals | including money | Math |
| M6NS-Ic-97.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving division of fractions | without or with any of the other operations | Math |
| M6NS-Ii-120.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving division of mixed decimals | including money | Math |
| M6NS-Ic-97.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving division of mixed fractions | without or with any of the other operations | Math |
| M6NS-Ii-120.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving division of whole numbers | including money | Math |
| M6ME-IVd-101 | 6 | Solves | non-routine problems involving electric consumption. | Math | ||
| M6SP-IVj-24 | 6 | Solves | non-routine problems involving experimental probability. | Math | ||
| M6NS-IId-143 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving finding the base | Math | |
| M6NS-IId-143 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving finding the percentage | Math | |
| M6NS-IId-143 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving finding the rate | Math | |
| M6NS-Ie-113.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving multiplication of decimals | including money | Math |
| M6NS-Ib-92.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving multiplication of fractions | Math | |
| M6NS-Ie-113.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving multiplication of mixed decimals | including money | Math |
| M6NS-Ib-92.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving multiplication of mixed fractions | Math | |
| M5NS-IIc-108.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving subtraction of decimal numbers | including money | Math |
| M6NS-Ia-87.3 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving subtraction of fractions | Math | |
| M6NS-Ib-92.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving subtraction of fractions | Math | |
| M6NS-Ib-92.2 | 6 | Solves | using appropriate problem solving strategies and tools. | non-routine problems involving subtraction of mixed fractions | Math | |
| M6SP-IVj-24 | 6 | Solves | non-routine problems involving theoretical probability. | Math | ||
| M6ME-IVc-98 | 6 | Solves | non-routine problems involving volumes of solids. | Math | ||
| M6ME-IVd-101 | 6 | Solves | non-routine problems involving water consumption. | Math | ||
| M6SP-IVf-4.6 | 6 | Solves | non-routine problems using data presented in a pie graph. | Math | ||
| M6NS-IIe-144 | 6 | Solves | percent problems such as percent of commission. | Math | ||
| M6NS-IIe-144 | 6 | Solves | percent problems such as percent of increase/decrease (marked-up price) | Math | ||
| M6NS-IIe-144 | 6 | Solves | percent problems such as percent of increase/decrease (rate of discount) | Math | ||
| M6NS-IIe-144 | 6 | Solves | percent problems such as percent of increase/decrease (sale price) | Math | ||
| M6ME-IIIg-18 | 6 | Solves | problems involving average rate | Math | ||
| M6ME-IIIg-18 | 6 | Solves | problems involving average speed. | Math | ||
| M6NS-IIc-134 | 6 | Solves | using appropriate strategies and tools. | problems involving direct proportion in different contexts such as distance | Math | |
| M6NS-IIc-134 | 6 | Solves | using appropriate strategies and tools. | problems involving direct proportion in different contexts such as rate | Math | |
| M6NS-IIc-134 | 6 | Solves | using appropriate strategies and tools. | problems involving direct proportionn different contexts such as time | Math | |
| M6NS-IIc-134 | 6 | Solves | using appropriate strategies and tools. | problems involving inverse proportion in different contexts such as distance | Math | |
| M6NS-IIc-134 | 6 | Solves | using appropriate strategies and tools. | problems involving inverse proportion in different contexts such as rate | Math | |
| M6NS-IIc-134 | 6 | Solves | using appropriate strategies and tools. | problems involving inverse proportion in different contexts such as time | Math | |
| M6NS-IIc-134 | 6 | Solves | using appropriate strategies and tools. | problems involving part proportion in different contexts such as distance | Math | |
| M6NS-IIc-134 | 6 | Solves | using appropriate strategies and tools. | problems involving part proportion in different contexts such as rate | Math | |
| M6NS-IIc-134 | 6 | Solves | using appropriate strategies and tools. | problems involving part proportion in different contexts such as time | Math | |
| M6NS-Ia-87.3 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving addition of fractions | Math | |
| M6NS-Ib-92.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving addition of fractions | Math | |
| M6NS-Ib-92.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving addition of mixed fractions | Math | |
| M6ME-IIIh-90 | 6 | Solves | routine problems involving area of composite figures formed by any two or more of the following: circle | Math | ||
| M6ME-IIIh-90 | 6 | Solves | routine problems involving area of composite figures formed by any two or more of the following: rectangle | Math | ||
| M6ME-IIIh-90 | 6 | Solves | routine problems involving area of composite figures formed by any two or more of the following: semi-circle. | Math | ||
| M6ME-IIIh-90 | 6 | Solves | routine problems involving area of composite figures formed by any two or more of the following: square | Math | ||
| M6ME-IIIh-90 | 6 | Solves | routine problems involving area of composite figures formed by any two or more of the following: triangle | Math | ||
| M6NS-IIj-157 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving basic operations of integers | Math | |
| M6AL-IIIf-19 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving different types of numerical equations such as 7+ 9 =___ + 6. | Math | |
| M6AL-IIIf-19 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving different types of numerical expressions | Math | |
| M6NS-Ii-120.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving division of decimals | including money | Math |
| M6NS-Ic-97.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving division of fractions | without or with any of the other operations | Math |
| M6NS-Ic-97.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving division of mixed fractions | without or with any of the other operations | Math |
| M6NS-Ii-120.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving division of whole numbers | including money | Math |
| M6ME-IVd-101 | 6 | Solves | routine problems involving electric consumption. | Math | ||
| M6SP-IVj-24 | 6 | Solves | routine problems involving experimental probability. | Math | ||
| M6NS-IId-143 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving finding the base | Math | |
| M6NS-IId-143 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving finding the percentage | Math | |
| M6NS-IId-143 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving finding the rate | Math | |
| M6NS-Ie-113.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving multiplication of decimals | including money | Math |
| M6NS-Ib-92.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving multiplication of fractions | Math | |
| M6NS-Ie-113.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving multiplication of mixed decimals | including money | Math |
| M6NS-Ib-92.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving multiplication of mixed fractions | Math | |
| M5NS-IIc-108.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving subtraction of decimal numbers | including money | Math |
| M6NS-Ia-87.3 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving subtraction of fractions | Math | |
| M6NS-Ib-92.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving subtraction of fractions | Math | |
| M6NS-Ib-92.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine problems involving subtraction of mixed fractions | Math | |
| M6SP-IVj-24 | 6 | Solves | routine problems involving theoretical probability. | Math | ||
| M6ME-IVc-98 | 6 | Solves | routine problems involving volumes of solids. | Math | ||
| M6ME-IVd-101 | 6 | Solves | routine problems involving water consumption. | Math | ||
| M6SP-IVf-4.6 | 6 | Solves | routine problems using data presented in a pie graph. | Math | ||
| M6NS-Ii-120.2 | 6 | Solves | using appropriate problem solving strategies and tools. | routine roblems involving division of mixed decimals | including money | Math |
| M6ME-IIIj-94 | 6 | Solves | word problems involving measurement of surface area. | Math | ||
| M6NS-Id-106.2 | 6 | Subtracts | without or with regrouping | mixed decimals | through ten thousandths | Math |
| M6NS-Id-106.2 | 6 | Subtracts | without or with regrouping | decimals | through ten thousandths | Math |
| M6NS-Ia-86 | 6 | Subtracts | without or with regrouping | mixed numbers | Math | |
| M6NS-Ia-86 | 6 | Subtracts | without or with regrouping | simple fractions | Math | |
| M6GE-IIIa-27 | 6 | Visualizes | the different solid figures: cube | Math | ||
| M6GE-IIIc-31 | 6 | Visualizes | the different solid figures: cube | Math | ||
| M6GE-IIIa-27 | 6 | Visualizes | the different solid figures: prism | Math | ||
| M6GE-IIIc-31 | 6 | Visualizes | the different solid figures: prism | Math | ||
| M6ME-IIIi-91 | 6 | Visualizes | surface area. | Math | ||
| M6GE-IIIa-27 | 6 | Visualizes | the different solid figures: pyramid | Math | ||
| M6GE-IIIc-31 | 6 | Visualizes | the different solid figures: pyramid | Math | ||
| M6GE-IIIa-27 | 6 | Visualizes | the different solid figures: cone | Math | ||
| M6GE-IIIc-31 | 6 | Visualizes | the different solid figures: cone | Math | ||
| M6GE-IIIa-27 | 6 | Visualizes | the different solid figures: cylinder | Math | ||
| M6GE-IIIc-31 | 6 | Visualizes | the different solid figures: cylinder | Math | ||
| M6GE-IIIa-27 | 6 | Visualizes | the different solid figures: sphere. | Math | ||
| M6GE-IIIc-31 | 6 | Visualizes | the different solid figures: sphere. | Math | ||
| S6ES-IVg-h-6 | 6 | Compares | the planets of the solar system | Science | ||
| S6ES-IVi-j-7 | 6 | Constructs | a model of the solar system showing the relative sizes of the planets and their relative distances from the Sun | Science | ||
| S6FE-IIIc-d-2 | 6 | Demonstrates | how electricity can be transformed | Science | ||
| S6FE-IIIc-d-2 | 6 | Demonstrates | how heat can be transformed | Science | ||
| S6FE-IIIc-d-2 | 6 | Demonstrates | how light can be transformed | Science | ||
| S6FE-IIIc-d-2 | 6 | Demonstrates | how sound can be transformed | Science | ||
| S6FE-IIIa-1 | 6 | Demonstrates | the practical uses of simple machines | Science | ||
| S6ES-IVe-f-5 | 6 | Demonstrates | using a globe; to explain day and night and the sequence of seasons | the revolution of the Earth | Science | |
| S6ES-IVe-f-5 | 6 | Demonstrates | using a globe; to explain day and night and the sequence of seasons | the rotation of the Earth | Science | |
| S6FE-IIIa-1 | 6 | Demonstrates | the safe uses of simple machines | Science | ||
| S6MT-Ia-c-1 | 6 | Describes | the appearance of non-uniform mixtures | Science | ||
| S6MT-Ia-c-1 | 6 | Describes | the appearance of uniform mixtures | Science | ||
| S6ES-IVa-1 | 6 | Describes | the changes on the Earth’s surface | as a result of earthquakes and volcanic eruptions | Science | |
| S6ES-IVc-3 | 6 | Describes | the different seasons in the Philippines | Science | ||
| S6MT-Ia-c-1 | 6 | Describes | the uses of non-uniform mixtures | Science | ||
| S6MT-Ia-c-1 | 6 | Describes | the uses of uniform mixtures | Science | ||
| S6MT-IIe-f-3 | 6 | Determines | the distinguishing characteristics of vertebrates and invertebrates | Science | ||
| S6ES-IVd-4 | 6 | Discusses | appropriate activities for specific seasons of the Philippines | Science | ||
| S6MT-IIi-j-5 | 6 | Discusses | the interactions among living things and non-living things | in tropical rainforests, coral reefs and mangrove swamps | Science | |
| S6MT-IIg-h-4 | 6 | Distinguishes | how cone-bearing and spore-bearing plants reproduce | Science | ||
| S6MT-Id-f-2 | 6 | Enumerates | techniques in separating mixtures such as decantation, evaporation, filtering, sieving and using magnets | Science | ||
| S6ES-IVb-2 | 6 | Enumerates | what to do before, during and after earthquakes and volcanic eruptions | Science | ||
| S6LT-IIc-d-2 | 6 | Explains | how the different organ systems work together | Science | ||
| S6MT-IIk-l-6 | 6 | Explains | the need to protect and conserve tropical rainforests, coral reefs and mangrove swamps | Science | ||
| S6LT-IIa-b-1 | 6 | Explains | how the organs of each organ system work together | Science | ||
| S6FE-IIIa-b-1 | 6 | Infers | how gravity and friction affects movements of different objects | Science | ||
| S6FE-IIIe-f-1 | 6 | Manipulates | to describe their characteristics and their uses | simple machines | Science | |
| S6MT-Ig-j-3 | 6 | Tells | the benefits of separating mixtures from products in community | 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 5 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
