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 Competencies | Comments/Recommendation | Identified MELCs |
|---|---|---|
| Visualizes and represents numbers from 0 to 100 using a variety of materials | Clustered as counting the number of objects subsumed or is part of visualizing and representing numbers | Visualizes 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 5 | Omitted 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 rephrased | Compares 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 symbols | Visualizes represents and compares numbers up to 100 using relation symbols | Compares 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 reference | Clustered and rephrased | Identifies, 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 Competencies | Comments/Recommendation | Identified MELCs |
|---|---|---|
| Visualizes and finds the elapsed time in days | Omitted, subsumed in the next LC | Visualizes 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 object | Clustered and rephrased | Measures 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 centimeters | Clustered and rephrased; the mathematical focus is on the comparing measures | Compares 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 object | Clustered and rephrased | Measures 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 figure | Omitted, subsumed in the LC of finding the area using square tiles | |
| Collects data on one variable using a questionnaire | Omitted, 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 happen | Omitted 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 Competencies | Comments/Recommendation | Identified MELCs |
|---|---|---|
| Sets up proportions for groups of objects or numbers and for a given situation | omitted | |
| Identifies real-life situations that make use of integers | Clustered and rephrased | Describe the set of integers and identify real-life situations that make use of it |
| Describes the set of integers | ||
| Represents integers on the number line | LC is subsumed to the next LC | Compares and arranges integers on the number line |
| Compares and arranges integers |
Grade 8 Quarter 2
| Learning Competency | Comments/Recommendations | Identified MELCS |
|---|---|---|
| Illustrates linear inequalities in two variables | Clustered, rephrased | Illustrates and graphs linear inequalities in two variables |
| Graphs linear inequalities in two variables | ||
| Illustrates a linear function | Clustered and rephrased | Graphs 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.
