How to Support LGBTQIA+ Students in the Classroom

Home » Most Essential Learning Competencies » Guiding Our Teachers: A Briefer on Using the Math MELCs

Guiding Our Teachers: A Briefer on Using the Math MELCs

Identifying the learning competencies in the Mathematics K to 10 Curriculum that satisfy the criterion endurance posits that these most essential learning competencies necessitate the realization of the twin goals of Mathematics – problem-solving and critical thinking. Laying the foundational concepts and skills at each grade level is pivotal in the learning progression of each child. This consequently scaffolds the learner’s understanding and acquisition of higher skills.

The identified most essential learning competencies in Math put a premium on the development of numeracy skills which are fundamental to practical and real-life problems, rather than Math content-knowledge; and on the development of higher-order thinking skills that go beyond procedural fluency. It followed the content domains as articulated in the curriculum – Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Statistics and Probability.

Similarly, the skills and processes to be developed as emphasized in the curriculum, are maintained. These include knowing and understanding; estimating, computing and solving; visualizing and modeling, representing and communicating, conjecturing, reasoning, proving and decisionmaking; and applying and connecting.

It is further aimed that the values and attitudes – accuracy, creativity, objectivity, perseverance, and productivity, be strongly honed among learners, especially at this crucial time of health emergencies. The use of various instructional resources, especially calculators, computers, smartphones, and tablets, while ensuring their appropriate use with respect to the age and grade level of the learners, are likewise encouraged.

The value of Mathematics as a learning area should not be confined to the corners of a classroom or any learning space. Its application to real-life world problems should be dealt with in-depth and breadth which may be mirrored in classroom instruction.

Teachers, as the instructional leader in the implementation of the curriculum in the classroom, should use the identified most essential learning competencies as outlined in this document to help them decide on how to scaffold the achievement of the learning goals and meaningful learning in Math, in a reduced time allotment.

DOWNLOAD: Most Essential Learning Competencies (MELCS) for School Year 2022-2023

Examples:

Grade 1: Quarter 1

Learning CompetenciesComments/RecommendationIdentified MELCs
Visualizes and represents numbers from 0 to 100 using a variety of materialsClustered as counting the number of objects subsumed or is part of visualizing and representing numbersVisualizes and represents numbers from 0 to 100 using a variety of materials
Counts the number of objects in a given set by ones and tens
Visualizes and counts by 2s, 5s, and 10s through 100
Composes and decomposes a given number, e.g. 5 is 5 and 0, 4 and 1, 3 and 2, 2 and 3, 1 and 4 and 0 and 5Omitted as this will is also discussed in Quarter 3
Visualizes, represents, and compares two sets using expressions “less than,” “more than,” and “as many as”Clustered and rephrasedCompares two sets using the expressions “less than,” “more than,” and “as many as” and orders sets from least to greatest and vice versa
Visualizes represents and orders sets from least to greatest and vice versa
Visualizes represents and compares numbers up to 100 using relation symbolsVisualizes represents and compares numbers up to 100 using relation symbolsCompares numbers up to 100 using relations symbols and ordering them in increasing and decreasing order
Visualizes represents and orders numbers up to 100 in increasing or decreasing order
Identifies the 1st, 2nd, 3rd up to 10th object in a given set from a given point of referenceClustered and rephrasedIdentifies, reads, and writes ordinal numbers: 1st, 2nd, 3rd, up to 10th object in a given set from a given point of reference
Reads and writes ordinal numbers: 1st, 2nd, 3rd up to 10th

Grade 2, Quarter 4

Learning CompetenciesComments/RecommendationIdentified MELCs
Visualizes and finds the elapsed time in daysOmitted, subsumed in the next LCVisualizes represents and solves problems involving time (minutes including a.m and p.m and elapsed time in days)
Shows and uses the appropriate unit of length and their abbreviation cm and m to measure a particular objectClustered and rephrasedMeasures objects using appropriate measuring tools and units of length in m or cm
Measures objects using appropriate measuring tools in m or cm
Compares length in meters or centimetersClustered and rephrased; the mathematical focus is on the comparing measuresCompares the following unit of measures:
a. Length in meters or centimeters
b. Mass in grams or kilograms
c. Capacity in mL or L
Compares mass in grams or kilograms
Shows and uses the appropriate unit of weight and their abbreviations g and kg to measure a particular objectClustered and rephrasedMeasures objects using appropriate measuring tools and measuring units in g or kg
Measures objects using appropriate measuring units in g or kg
Illustrates area as a measure of how much surface is covered or occupied by a plane figureOmitted, subsumed in the LC of finding the area using square tiles
Collects data on one variable using a questionnaireOmitted, learners have a better grasp of this LC in Grade 4 as they may not be somehow struggling in reading and writing
Sorts, classifies, and organizes data in tabular form and present this into a pictograph without and with scales
Tells whether an event is likely, equally likely, unlikely to happenOmitted as this may also be taken in Grade 3 for the discussion of probability of events
Describe events in real-life situations using the phrases “likely to happen” or “unlikely to happen” or “equally likely to happen”

Grade 6 Quarter 2

Learning CompetenciesComments/RecommendationIdentified MELCs
Sets up proportions for groups of objects or numbers and for a given situationomitted
Identifies real-life situations that make use of integersClustered and rephrasedDescribe the set of integers and identify real-life situations that make use of it
Describes the set of integers
Represents integers on the number lineLC is subsumed to the next LCCompares and arranges integers on the number line
Compares and arranges integers

Grade 8 Quarter 2

Learning CompetencyComments/RecommendationsIdentified MELCS
Illustrates linear inequalities in two variablesClustered, rephrasedIllustrates and graphs linear inequalities in two variables
Graphs linear inequalities in two variables
Illustrates a linear functionClustered and rephrasedGraphs and illustrates a linear function and its (a) domain; (b) range; (c) table of values; (d) intercepts; and (e) slope
Graphs a linear function and its (a) domain; (b) range;
(c) table of values; (d) intercepts; and (e) slope

How to Use the MELCs in Math

Appraise the content standards in each quarter of your grade level. This will guide you in tracking the learning content being focused on per quarter.

Plan the instructional activities suited for the type of learning delivery modality being used based on the performance standards specified in a particular quarter. Ensure the appropriateness of the learning materials, instructional resources, and/or instructional devices to be utilized to achieve these standards.

Examine the identified most essential competencies for each week. This will be the learning goal for the week. If the learning competency is seemingly a big chunk of a learning goal, then it has to be sub-tasked. But bear in mind that the development of math skills is arguable of more importance than the competence of content knowledge in Math. For example, place a great emphasis on how to perform operations on fractions and how they can be utilized in real-life context than on defining the different types of fractions.

In your instructional plans, design activities or assessment tasks wherein learners will have a great deal of analysis and problem-solving. A case in point is on analyzing the graph of an equation where tasks should not be concentrated on how the learners will draw the graph of the equation as this may be augmented through the use of spreadsheets or software applications but on the analysis of the graph and how these graphs are illustrated in solving real-life problems.

Mark Anthony Llego

He has helped thousands of teachers across the country access information about their field and has made and is still making it possible for teachers across different regions to share their ideas, which are essential to developing their instruction and supervision skills. Some of his articles about teaching have been spread abroad and featured on different educational websites in the United States. Join Our Facebook Discussion Group

Leave a Comment

Can't Find What You'RE Looking For?

We are here to help - please use the search box below.