Math DBOW.pdf

REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
MELCs
Definitive Budget of Work
(DBOW)
MATHEMATICS
DNCR-F-CLM-059/RO/10252021

MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN MATHEMATICS 1 TO 10 FOR SY 2021-2022
This Definitive Budget of Work in Mathematics for Grades 1 to 10 is based on the Most Essential Learning Competencies (MELCs) in
Mathematics which were sub-tasked to ensure the full coverage of the MELCs given the number of school days in the school calendar
in this time of pandemic. This aims to serve as a guide to Mathematics teachers in the National Capital Region on the topics they need
to teach in order to meet the standards of the curriculum.
Features/Elements
The MELCs Definitive Budget of Work (DBOW) in Mathematics has the following components:
A QUARTER 1
B Content Standard:
C Performance Standard:
D
#
E MELC G Number of days
taught
H Remarks
1 E
F Day 1:
Day 2:
Day 3:
Day 4:
A: is the quarter covered by the DBOW on the particular grade level in Mathematics
B: lists down the content standard/s for the particular math domain
C: lists down the performance standard/s for the particular math domain
D: is the continuous numbering of MELCs in the grade level. In this way, it would be easier to identify any MELC in any grade level. It can
be noted that there are 544 MELCs in Mathematics from Grades 1 to 10 which is breakdown as follows:
Grade 1 – 38 Grade 3 – 56 Grade 5 – 75 Grade 7 – 53 Grade 9 – 46
Grade 2 – 54 Grade 4 – 67 Grade 6 – 62 Grade 8 – 52 Grade 10 – 41
E: is the list of MELCs in the identified quarter. Note that those in bold font are the original MELCs issued by the central office.
F: is the unpacked/sub-tasked MELCs broken down into smaller learning competency (LC) distributed to the number of days indicated
in the time allotment of MELCs. However, most of the time, the DBOW writers veered away from the time allotment since the issued
MELCs of the Central Office contains 9 weeks per quarter in Mathematics, but the school calendar only has 8 weeks per quarter. There
are also instances that the MELC cannot be unpacked since the MELC is already too specific.

G: shows the number of days the specified MELCs should be taught.
H: contains the remarks indicating the prerequisite skills that needed to be taught prior to the teaching of the specified MELC. It also
contains tips and advice on how to better foster among learners the mastery of the indicated MELC.
Prerequisite competencies that were indicated in column H came from the quarterly MELCs audit conducted by the Curriculum and
Learning Management Division (CLMD) of DepEd-NCR during the SY 2020-2021. The MELCs audit showed competencies that were not
covered by teachers in the said school year. This is to address learning gaps that might occur since the mathematics curriculum is in a
spiral progression.
How to Use this MELCs DBOW in Mathematics
This MELCs DBOW in Mathematics is a guide for teachers that they can use as a reference in crafting their learning plan as well as
the Weekly Home Learning Plan for learners.
Math teachers should:
• be aware of the features/elements of this DBOW as discussed in the previous section.
• look for the grade level being handled and the quarter at the time of teaching.
• identify the MELC that needs to be taught for the quarter.
• be conscious of the prerequisite competency/ies indicated in column H that they need to discuss prior to the teaching of the
current competency. It is recommended that the discussion and exercises for the prerequisite competency be given during
Saturdays as a remediation activity addressing the learning gap.
• consider the tips or advice also placed under column H in order to enhance the mastery of the competencies.
• examine and implement the LC per day in order to fully cover the MELC.
• design lessons using the DBOW considering the number of days the MELC must be taught.
• deliver the LCs as specified in the DBOW using varied platforms considering the learning modality of the learner.
Note that the DBOW only covers instructional time – the time devoted for teaching. The DBOW does not include the time for orientations,
formative and summative assessments, remediation, and other teaching and learning activities to give way for the academic freedom
of teachers. According to the school calendar, there are around 52 days every quarter and yet the maximum number of instructional
days that can be seen in this DBOW is only 40 days. This means that the teacher has at least 12 days to devote for more opportunities for
exercises through the formative assessment, orientation, conduct of summative assessments, intervention activities, etc.
To illustrate this, Day 1 (September 13, first day of classes) doesn’t mean to be the Day 1 of instruction here in DBOW since we all know
that orientation is usually conducted during the first day of class. Hence, Day 1 of instruction might fall on Day 2 or even Day 3 of the
school year depending on the class schedule of the learner and the strategy of the teacher.

MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN MATHEMATICS 1 TO 10 FOR SY 2021-2022
TECHNICAL WORKING GROUP
This MELCs Definitive Budget of Work in Mathematics for Grades 1 to 10 has been made possible because of the following people:
Grade Level Role Name Position School SDO
G1
Team Leader Jennifer B. Mondoy Math EPS Caloocan City
Writer Ma. Cristina Frondozo MT 1 Potrero ES 1 Malabon City
Writer Ma. Cristina E. Dullas MT 1 Bgumbayan Elementary School Navotas City
G2
Team Leader Emelita Bautista Math EPS Muntinlupa City
Writer Vanessa A. Pasion T3 La Huerta Elementary School Paranaque
Writer Sherly A. Alday T3 Isaac Lopez Integrated School Mandaluyong City
G3
Team Leader Emma Cunanan Math EPS Paranaque City
Writer Judy Anne C. Santiago MT 1 Bangkulasi Elem School Navotas City
Writer Belen R. Dizor MT 1 San Juan ES San Juan
G4
Team Leader Joel Feliciano Math EPS Quezon City
Writer Wilma L. Garcia T3 EMS Signal Village ES Taguig City and Pateros
Writer Sharon M. Sergio MT 1 Don Carlos Village ES Pasay
G5
Team Leaders
Remylinda Soriano Math EPS Manila City
Rogelio Junio Math EPS Pasay City
Writer Samuel Z. Sison T3 Placido del Mundo ES Quezon City
Writer Allan G. Salonatin MT 1 Caybiga ES Caloocan
G6
Team Leaders
Teresita Tagulao Math EPS Pasig City
Mirasol Rongavilla Math EPS Taguig City and Pateros
Writer Nely D. Baylon MT II Beata ES Manila
Writer Eliza Junio MT I Caniogan ES Pasig
G7
Team Leaders
Gina Aguitez Math EPS Las Pinas City
Evelyn Callada Math EPS Malabon City
Writer Lovely Rose D. Bamba T3 Bagumbong HS Caloocan
Writer Bielynda C. Daelo MT 1 Jesus Dela Peña NHS Marikina City
G8
Team Leaders
Michael Lee Math EPS Makati City
Helen Acedo Math EPS San Juan City
Writer Gabriel T. Vargas II MT 1 Tinajeros NHS Malabon City
Writer Dianne V. Pellazar T 1 Veinte Reales National HS Valenzuela

Grade Level Role Name Position School SDO
G9
Team Leaders
Restituto Rodella Math EPS Mandaluyong City
Dominador Villafria Math EPS Marikina City
Writer Krystelle R. Dumlao T3 Muntinlupa National High School TA Muntinlupa
Writer Marvin Ocampo T 1 Gen. Pio del Pilar NHS Makati
G10
Team Leaders
Alberto Tiangco Math EPS Navotas City
Marilyn Soriano Math EPS Valenzuela City
Writer Diana Grace B. Aniban MT I Manila Science HS Manila
Writer Helen M. Tan MT1 Las Pinas East National High School Las Pinas
Over-all Focal Person Bernadeth C. Daran Math EPS Regional Office, DepEd-NCR

Learning Area: MATHEMATICS Grade Level: 1
QUARTER 1
Content Standard: The learner demonstrates understanding of whole numbers up to 100, ordinal numbers up to 10th, money up to
PhP100.
Performance Standard:
1. The learner is able to recognize, represent, and order whole numbers up to 100 and money up to PhP100 in various forms and
contexts.
2. The learner is able to recognize, and represent ordinal numbers up to 10th, in various forms and contexts.
# MELC Number of days taught Remarks
1 Visualizes, represents, and counts numbers from 0
to 100 using a variety of materials and methods. (M1NS-Ia-1.1)
4 days
Day 1: visualizes, represents, and counts numbers from 0 to 10 using a variety of
materials and methods.
Day 2: visualizes, represents, and counts numbers from 11 to 20 using a variety of
materials and methods.
Day 3: represents and counts numbers from 21 to 50 using a variety of materials and
methods.
Day 4: represents and counts numbers from 51 to 100 using a variety of materials
and methods.
2 identifies the number that is one more or one less from a given number. (M1NS-Ib-3) 4 days
Day 5: identifies the number that is one more than a given number
Day 6: writes the number that is one more than a given number
Day 7: identifies the number that is one less than a given number
Day 8: writes the number that is one less than a given number
3 regroups sets of ones into sets of tens and sets of tens into hundreds using objects.
(M1NS- Id-5)
2 days
Day 9: regroups sets of ones into sets of tens using objects
Day 10: regroups sets of tens into sets of hundreds using objects
4 compares two sets using the expressions “less than,” “more than,” and “as many
as” and orders sets from least to greatest and vice versa.
5 days
Day 11: compares two sets using the expression “less than”
Day 12: compares two sets using the expression “more than”
Day 13: compares two sets using the expression “as many as”
Day 14: order sets from least to greatest
Day 15: order sets from greatest to least

5 reads and writes numbers up to 100 in symbols and in words. (M1NS-If-9.1) 4 days
Day 16: reads and writes numbers from 1 to 10 in symbols and in words.
Day 17: reads and writes numbers from 11 up to 20 in symbols and in words.
6 visualizes and gives the place value and value of a digit in one- and two-digit
numbers. (M1NS-Ig-10.1)
3 days
Day 20: visualizes and gives the place value of a digit in one-and two-digit numbers.
Day 21: visualizes and gives the value of a digit in one- and two -digit numbers
Day 22: visualizes and gives the place value and value of a digit in one- and two-
digit numbers
7 renames numbers into tens and ones. (M1NS-Ig-11) 3 days
Day 23: rename numbers into tens
Day 24: rename numbers into ones
Day 25: renames numbers into tens and ones
8 compares numbers up to 100 using relation symbol and orders them in increasing
or decreasing order.
4 days
Day 26: identifies and uses different relation symbols in comparing numbers up to 50
Day 27: use different relation symbols in comparing numbers from 51 to 100.
Day 28: visualizes, represents, and orders numbers up to 100 in increasing order
Day 29: visualizes, represents, and orders numbers up to 100 in decreasing order
9 Identifies, reads, and writes ordinal numbers: 1st, 2nd, 3rd, up to 10th object in a
given set from a given point of reference.
4 days
Day 30: identifies and reads ordinal numbers up to 10th in symbols and in words
Day 31: writes ordinal numbers from 1st up to 10th object in a given set from a given
point of reference using concrete models
Day 32: writes ordinal numbers from 1st up to 10th object in a given set from a given
point of reference using pictures
Day 33: Arrange objects in ordinal sequence
10 recognizes and compares coins and bills up to PhP100 and their notations. (M1NS-
Ij-19.1)
4 days
Day 34: recognizes, represents the different Philippine coins (incl. features) and
gives the value of each coin
Day 35: recognizes bills up to Php 100 and their notations (incl. features)
Day 36: compares coins up to Php 20
Day 37: compares bills from Php 20 to Php 100

QUARTER 2
Content Standard: The learner demonstrates understanding of addition and subtraction of whole numbers up to 100 including money
Performance Standard: The learner is able to apply addition and subtraction of whole numbers up to 100 including money in
mathematical problems and real life situations.
# MELC Number of
days taught
Remarks
11 illustrates addition as “putting together or combining or joining
sets” (M1NS-IIa-23)
3 days
Day 1: identifies and combines objects
Day 2: identifies and combines sets
Day 3: uses symbols and identifies addition components in
combining or joining sets
12 visualizes and adds the following numbers using appropriate
techniques:
a. two one-digit numbers with sums up to 18
b. three one-digit numbers
c. numbers with sums through 99 without and with regrouping
5 days Emphasize the concept of grouping
property of addition, specifically during Day
8 lesson.
Tell that the quantity of a set of objects
does not change even though the
arrangement has changed (i.e., the
child should be able to tell that one set
of counters placed in one-to-one
correspondence and then rearranged
still has the same quantity), Kinder Q2
Day 4: visualizes and adds two one-digit numbers with
sums up to 18
Day 5: adds two one-digit numbers using appropriate
mental techniques e.g. Adding doubles and/or
near-doubles
Day 6: visualizes and adds three one-digit numbers
Day 7: visualizes and adds numbers with sums through 99 without
regrouping
Day 8: visualizes and adds numbers with sums through 99 with
regrouping
13 visualizes and solves one-step routine and nonroutine problems
involving addition of whole numbers including money with sums
up to 99 using appropriate problem-solving strategies. (M1NS-IIe-
29.1)
5 days
Day 9: visualizes one-step routine problems involving
addition with sums up to 99 using concrete models/pictures
Day 10: solve one-step routine problems involving
addition with sums up to 99 using the steps in solving word
problems

# MELC Number of
days taught
Remarks
Day 11: visualizes one-step non-routine problems involving
addition with sums up to 99 using concrete models/pictures
Day 12: solves non-routine problems involving addition of whole
numbers with sums up to 99 using appropriate problem-solving
strategies
Day 13: solves routine and non-routine addition problems involving
money with sums up to 99 using appropriate problem-solving
strategies
14 illustrates subtraction as “taking away” or comparing” elements of
sets. (M1NS-IIf-24)
2 days
Day 14: compares sets of elements as to which is the
greater set and takes away the elements of the smaller set from
the elements of the greater set by pairing
Day 15: recognizes subtraction symbols and components
15 illustrates that addition and subtraction are inverse operations.
(M1NS-IIf-25)
2 days
Day 16: visualizes and demonstrates that addition is an inverse
operation of subtraction
Day 17: visualizes and demonstrates subtraction as an inverse
operation of addition
16 visualizes, represents, and subtracts the following numbers:
a. one-digit numbers with minuends through 18 (basic facts)
b. one- to two-digit numbers with minuends up to 99 without
regrouping
c. one- to two-digit numbers with minuends up to 99 with
regrouping
7 days
Day 18: visualizes and represents subtraction using concrete
objects and pictures
Day 19: subtracts one-digit numbers with minuends
through 18
Day 20: visualizes and represents concrete objects and pictures of
one- to two-digit numbers in a subtraction sentence
Day 21: subtracts one- to two-digit numbers with minuends up to
99 without regrouping
Day 22: visualizes and represents concrete objects/pictures
involving subtraction with regrouping in a number sentence

# MELC Number of
days taught
Remarks
Day 23: uses the expanded form to explain subtraction with
regrouping
Day 24: subtracts one- to two-digit numbers with minuends up to
99 with regrouping
17 subtracts mentally one-digit numbers from two-digit minuends
without regrouping using appropriate strategies. (M1NS-IIi-33.1)
4 days
Day 25: performs subtracting mentally one-digit numbers from
two-digit minuends without regrouping using two parts and using
known subtraction parts
two-digit minuends without regrouping using tens and ones, and
adding
two-digit minuends without regrouping by adding up to find the
difference and subtracting an easy number that is close and
correcting the answer
two-digit minuends without regrouping using all mental
subtraction strategies
18 visualizes, represents, and solves routine and nonroutine problems
involving subtraction of whole numbers including money with
minuends up to 99 with and without regrouping using appropriate
problem-solving strategies and tools. (M1NS-IIi-34.1)
5 days
Day 29: visualizes and represents one-step routine problems
involving subtraction with sums up to 99 using concrete
models/pictures
Day 30: solve one-step routine problems involving
subtraction with sums up to 99 using the steps in solving word
problems
Day 31: visualizes one-step non-routine problems involving
subtraction with sums up to 99 using concrete models/pictures
Day 32: solves non-routine problems involving subtraction of whole
numbers with sums up to 99 using appropriate problem-solving
strategies

# MELC Number of
days taught
Remarks
Day 33: solves routine and non-routine subtraction problems
involving money with sums up to 99 using appropriate problem-
solving strategies
QUARTER 3
Content Standard: The learner demonstrates understanding of fractions ½ and 1/4.
Performance Standard: The learner is able to recognize, represent, and compare fractions ½ and 1/4 in various forms and contexts.
19 Counts groups of equal quantity using concrete objects up to 50 and writes an equivalent
expression. e.g. 2 groups of 5 (M1NS-IIIa-37)
2 days
Day 1: Count groups of equal quantity using concrete objects from 1 up to 50.
Day 2: Write an equivalent expression for the group of equal quantity of objects up to 50.
20 Visualizes, represents, and separates objects into groups of equal quantity using concrete
objects up to 50. e.g. 10 grouped by 5s (M1NS-IIIa-48)
1 day
Day 3: Visualize, represents and separates objects into groups of equal quantity using
concrete objects up to 50. e.g. 10 grouped by 5s
21 Visualizes, represents, and divides a whole into halves and fourths and identifies ½ and ¼ of
a whole object.
4 days
Day 4: Visualizes, represents and divides halves of a whole.
Day 5: Visualizes and identifies ½ of a whole.
Day 6: Visualizes, represents and divides fourths of a whole.
Day 7: Visualizes and identifies ¼ of a whole.
22 Visualizes, represents and divides the elements of sets into two groups of equal quantities to
show halves and four groups of equal quantities to show fourths
4 days
Day 8: Visualizes and represents elements of sets into two groups of equal quantities to show
halves.
Day 9: Divides the elements of sets into two groups of equal quantity to show halves.
Day 10: Visualizes and represents elements of sets into four groups of equal quantities to
show fourths.
Day 11: Divides the elements of sets into four groups of equal quantity to show fourths.
23 Visualizes and draws the whole region or set given its ½ and/or ¼ (M1NS-IIId-75)
2 days
Day 12: Visualizes and draws the whole region or set given its ½.
Day 13: Visualizes and draws the whole region or set given its ¼.

Content Standard: The learner demonstrates understanding of 2-dimensional and 3-dimensional figures.
Performance Standard: The learner is able to describe, compare, and construct 2-dimensional and 3-dimensional objects
24 Identifies, names, and describes the four basic shapes (square, rectangle, triangle and
circle) in 2-dimensional (flat/plane) and 3- dimensional (solid) objects. (M1GE-IIIe-1)
4 days
Day 14: Identify and names the four basic shapes in a 2-dimensional (flat/plane).
Day 15: Describes the four basic shapes in a 2-dimensional (flat/plane).
Day 16: Identify and names the four basic shapes in a 3-dimensional (solid)objects.
Day 17: Describes the four basic shapes in a 3 dimensional (solid) objects.
25 Draws the four basic shapes. (M1GE-IIIf-3)
Day 18: Draw the four basic shapes.
26 Constructs three dimensional objects (solid) using manipulative materials. (M1GE-IIIf-4)
Day 19: Construct three dimensional objects (solid) using variety of manipulative materials.
Content Standard: The learner demonstrates understanding of continuous and repeating patterns and mathematical sentences.
Performance Standard: The learner is able to apply knowledge of continuous and repeating patterns and number sentences in
various situations.
27 Determines the missing term/s using one attribute in a given continuous pattern
(letters/numbers/events) and in a given repeating pattern (letters, numbers, colors, figures,
sizes, etc.).
4 days
Day 20: Determines the missing term/s using one attribute in a given continuous pattern
(letters) and in a given repeating pattern (letters).
(numbers) and in a given repeating pattern (numbers).
(shapes) and in a given repeating pattern (shapes).
(colors) and in a given repeating pattern (colors).
28 Constructs equivalent number expression using addition and subtraction. e.g. 6 + 5 = 12 – 1
(M1AL-IIIh-8)
2 days
Day 24: Identifies equivalent number expression using addition and subtraction. e.g. 6 + 5 =
12 – 1
Day 25: Constructs equivalent number expression using addition and subtraction. e.g. 6 + 5
= 12 – 1
29 Identifies and creates patterns to compose and decompose using addition. e.g. 7 = 0 + 7, 1
+ 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0 (M1AL-IIIi-9)
2 days
Day 26: Identifies and creates patterns to compose and using addition. e.g. 7 = 0 + 7, 1 + 6,
2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0

Day 27: Identifies and creates patterns to decompose using addition. e.g. 7 = 0 + 7, 1 + 6, 2
+ 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0
30 Visualizes and finds the missing number in an addition or subtraction sentence using a
variety of ways e.g. n + 2 = 5 5 – n = 3 (M1AL-IIIj-10)
4 days
Day 28: Visualizes and finds the missing number in an addition sentence e.g. n + 2 = 5
Day 29: Visualizes and finds the missing number in a subtraction sentence e.g. 5 – n = 3
Day 30: Visualizes and finds the missing number in a subtraction sentence e.g. n – 2 = 3
Day 31: Visualizes and finds the missing number in an addition or subtraction sentence using
a variety of ways e.g. n + 2 = 5 5 – n = 3
QUARTER 4
Content Standard: The learner demonstrates understanding of time and nonstandard units of length, mass and capacity.
Performance Standard: The learner is able to apply knowledge of time and non-standard measures of length, mass, and capacity in
mathematical problems and real life situations
31 Tells the days in a week; months in a year in the right order. (M1ME-IVa-1)
2 days
Day 1: Tells the days in a week in the right order.
Day 2: Tells the months in a year in the right order.
32 Determines the day or the month using a calendar. (M1ME-IVa-2)
2 days
Day 3: Determines the days of the week using a calendar.
Day 4: Determines the months of the year using a calendar.
33 Tells and writes time by hour, half-hour and quarter hour using analog clock. (M1ME-IVb-3)
6 days
Day 5: Tells and writes time by hour using analog clock.
Day 6: Tells and writes time by half-hour using analog clock.
Day 7: Tells and writes time by minutes using analog clock.
Day 8: Tells and writes time by quarter past using analog clock.
Day 9: Tells and writes time by quarter to using analog clock.
Day 10: Tells and writes time by hour, half-hour, minutes and quarter hour using analog
clock
34 Solves problems involving time (days in a week, months in a year, hour, half-hour, and
quarter-hour) (M1ME-IVb-4)
9 days
Day 11: Solves problems involving time (days in a week)
Day 12: Solves problems involving time (months in a year)
Day 13: Solves problems involving time (hour)
Day 14: Solves problems involving time (half-hour)

Day 15: Solves problems involving time (minutes)
Day 16: Solves problems involving time (quarter past hour)
Day 17: Solves problems involving time (quarter to)
Day 18: Solves problems involving time (days in a week, months in a year)
Day 19: Solves problems involving time (days in a week, months in a year, hour, half-hour,
and quarter-hour)
35 Compares objects using comparative words: short, shorter, shortest; long, longer, longest;
heavy, heavier, heaviest; light, lighter, lightest. (M1ME-IVc-19)
5 days
Day 20: Compares objects using comparative words: short, shorter, shortest.
Day 21: Compares objects using comparative words: long, longer, longest.
Day 22: Compares objects using comparative words: heavy, heavier, heaviest.
Day 23: Compares objects using comparative words: light, lighter, lightest.
Day 24: Compares objects using comparative words: short, shorter, shortest; long, longer,
longest; heavy, heavier, heaviest; light, lighter, lightest.
36 Estimates and measures length, mass and capacity using non- standard units of measures.
3 days
Day 25: Estimates and measures length using non standard units of measures.
Day 26: Estimates and measures mass using non standard units of measures.
Day 27: Estimates and measures capacity using non standard units of measures.
Content Standard: The learner demonstrates understanding of pictographs without scales and outcomes of an event.
Performance Standard: The learner is able to interpret simple representations of data (tables and pictographs without scales).
37 Infers and interprets data presented in a pictograph without scales. e.g. finding out from the
title what the pictograph is all about, comparing which has the least or greatest (M1SP-IVh-
3.1)
2 days
Day 28: Infers and interprets data presented in a pictograph without scales. e.g. finding out
from the title what the pictograph is all about.
Day 29: Infers and interprets data presented in a pictograph without scales. e.g. comparing
which has the least or greatest.
38 Solves routine and non-routine problems using data presented in pictograph without scales.
(M1SP-IVh-4.1)
2 days
Day 30: Solves routine problems using data presented in pictograph without scales.
Day 31: Solves non-routine problems using data presented in pictograph without scales.

QUARTER 1
Content Standard:
1. The learner demonstrates understanding of whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100.
2. The learner demonstrates understanding of addition of whole numbers up to 1000 including money.
1. The learner is able to recognize, represent, compare, and order whole numbers up to 1000, ordinal numbers up to 20th, and money
up to PhP100 in various forms and contexts.
2. The learner is able to recognize and represent ordinal numbers up to 20th in various forms and contexts.
3. The learner is able to apply addition of whole numbers up to 1000 including money in mathematical problems and real life
situations.
1 Visualizes and represents numbers from 0-1000 with
emphasis on numbers 101 – 1 000 using a variety of
materials. (M2NS-Ia-1.2)
2 Days
Day 1: Visualizes and represents numbers from 0-1000 with
emphasis on numbers 101-500 using a variety of materials
Day 2: Visualizes and represents numbers from 0-1000 with
emphasis on numbers 501-1000 using a variety of materials
2 Gives the place value and finds the value of a digit in three-
digit numbers. (M2NS-Ib-10.2)
3 Days
Day 3: Identifies the different place value in a three digit
numbers
Day 4: Gives the place value of a digit in three-digit
numbers
Day 5: Finds the value of a digit in three-digit numbers.
3 Visualizes and counts numbers by 10s, 50s, and 100s.
(M2NS-Ib-8.2)
3 Days
Day 6: Visualizes and counts numbers by 10s and 50s.
Day 7: Visualizes and counts numbers by 50s.
Day 8: Visualizes and counts numbers by 100s
4 Reads and writes numbers up to 1 000 in symbols and in
words. (M2NS-Ic-9.2)
2 Days
Day 9: Reads and writes numbers from 101 up to 500 in
symbols and in words

Day 10: Reads and writes numbers from 501 up to 1000 in
symbols and in words
5 Visualizes and writes three-digit numbers in expanded form.
(M2NS-Ic-14)
2 Days
Day 11: Visualizes three-digit numbers in expanded form
Day 12: Writes three-digit numbers in expanded form
6 Compares numbers up to 1000 using relation symbols and
orders numbers up to 1 000 in increasing or decreasing
order.
3 Days Prior to teaching this competency, give
inputs and practice on:
Compares numbers up to 100 using
relation symbol and orders them in
increasing or decreasing order (G1, Q1)
Day 13: Compares numbers up to 1000 using relation
symbols >, <, =
Day 14: Orders numbers up to 1000 in increasing order
Day 15: Orders numbers up to 1000 in decreasing order
7 Identifies, reads and writes ordinal numbers from 1st through
the 20th object in a given set from a given point of
reference.
Identifies, reads and writes ordinal
numbers: 1st, 2nd, 3rd up to 10th object in
a given set from a given point of
reference. (G1, Q1)
Day 16: Identifies the 1st through the 20th object in a given
set from a given point of reference
Day 17: Identifies the 1st through the 20th with the emphasis
on 11th to 20th object in a given set from a given point of
reference
Day 18: Reads and writes ordinal numbers from 1st through
the 20th
8 Reads and writes money in symbols and in words through
PhP100. (M2NS-If-20.1)
2 Days
Day 19: Reads and writes money with value through P100
(bills and coins)
Day 20: Reads and writes money in symbols and in words
through P100
9 Counts the value of a set of bills or a set of coins through
PhP100 (peso-coins only; centavo-coins only; peso-bills
only and combined peso-coins and peso bills). (M2NS-If-21)
Recognizes and compares coins and
bills up to P100 and their notations. (G1,
Q1)
Day 21: Counts the value of a set of peso coins
Day 22: Counts the value of a set of centavo coins
Day 23: Counts the value of a set of peso-bills
Day 24: Counts the value of a set of combined peso-coins
and peso bills

10 Compares values of different denominations of coins and
paper bills through PhP100 using relation symbols. (M2NS-If-
22.1)
2 Days
Day 25: Compares values of different denominations of
coins through PhP100 using relation symbols.
Day 26: Compares values of different denominations of
paper bills through PhP100 using relation symbols.
11 Illustrates the properties of addition (commutative,
associative, identity) and applies each in appropriate and
relevant situations. (M2NS-Ig-26.3)
3 Days
Day 26: Illustrates the identity property of addition and
applies in appropriate and relevant situations
Day 27: Illustrates the commutative property of addition
and applies in appropriate and relevant situations
Day 28: Illustrates the associative property of addition and
applies in appropriate and relevant situations
12 Visualizes, represents, and adds the following numbers with
sums up to 1000 without and with regrouping:
a. 2-digit by 3-digit numbers
b. 3-digit by 3-digit numbers
4 Days
Day 29: Visualizes, represents and adds 2-digit by 3-digit
numbers with sums up to 1000 without regrouping
numbers with sums up to 1000 with regrouping
numbers with sums up to 1000 without regrouping
numbers with sums up to 1000 with regrouping
13 Adds mentally the following numbers using appropriate
strategies:
a. 1- to 2-digit numbers with sums up to 50
b. 3-digit numbers and 1-digit numbers
c. three -digit numbers and tens (multiples of 10 up to 90)
d. 3-digit numbers and hundreds (multiples of 100 up to
900)
4 Days
Day 33: Adds mentally 1-to 2-digit numbers with sums up to
50 using appropriate strategies

Day 34: Adds mentally 3-digit numbers and 1-digit numbers
with sums up to 1000 using appropriate strategies
Day 35: Adds mentally three-digit numbers and tens
(multiples of 10 up to 90) using appropriate strategies
Day 36: Adds mentally 3-digit numbers and hundreds
(multiples of 100 up to 900) using appropriate strategies
14 Solves routine and non-routine problems involving
addition of whole numbers including money with sums
up to 1000 using appropriate problem solving
strategies and tools. (M2NS-Ij-29.2)
4 Days
Day 37: Solves routine problems involving addition of whole
numbers with sums up to 1000 using appropriate problem-
solving strategies and tools
Day 38: Solves non-routine problems involving addition of
whole numbers with sums up to 1000 using appropriate
problem-solving strategies and tools
Day 39: Solves routine and non-routine addition problems of
whole numbers including money with sums up to 1000 using
appropriate problem-solving strategies and tools
QUARTER 2
Content Standard: The learner demonstrates understanding of subtraction and multiplication of whole numbers up to 1000 including
money
Performance Standard: The learner is able to apply subtraction and multiplication of whole numbers up to 1000 including money in
mathematical problems and real life situations.
15 Visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 999 without
and with regrouping. (M2NS-IIa-32.5)
5 Days
Day 1: Visualizes, represents and subtracts 2- to 3-digit numbers with minuends up to 500
without regrouping
without regrouping
with regrouping

with regrouping
Day 5: Visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 999
without and with regrouping
16 Subtracts mentally the following numbers without regrouping using appropriate strategies:
a. 1-digit numbers from 1- to 3-digit numbers
b. 3-digit numbers by tens and by hundreds
3 Days
Day 6: Subtracts mentally 1-digit numbers from 1-to 3-digit numbers without regrouping
using appropriate strategies
Day 7: Subtracts mentally 3-digit numbers by tens without regrouping using appropriate
strategies
Day 8: Subtracts mentally 3-digit numbers by hundreds without regrouping using
appropriate strategies
17 Solves routine and non-routine problems involving subtraction of whole numbers including
money with minuends up to 1000 using appropriate problem-solving strategies and tools.
(M2NS-IIc-34.2)
4 Days
Day 9: Solves routine problems involving subtraction of whole numbers with minuends up
to 1000 using appropriate problem-solving strategies and tools
Day 10: Solves non-routine problems involving subtraction of whole numbers with
minuends up to 1000 using appropriate problem-solving strategies and tools
Day 11: Solves routine and non-routine subtraction problems of whole numbers including
money with minuends up to 1000 using appropriate problem-solving strategies and tools
18 Performs orders of operations involving addition and subtractions of small numbers.
(M2NS-IId-34.3)
1 Day
Day 12: Performs orders of operations involving addition and subtractions of small numbers
19 Solves multi-step routine and non-routine problems involving addition and subtraction of
2- to 3-digit numbers including money using appropriate problem-solving strategies and
tools. (M2NS-IIe-34.4)
3 Days
Day 13: Solves multi-step routine problems involving addition and subtraction of 2- to 3-
digit numbers including money using appropriate problem-solving strategies and tools
Day 14: Solves multi-step non-routine problems involving addition and subtraction of 2- to
3-digit numbers including money using appropriate problem-solving strategies and tools
Day 15: Solves multi-step routine and non-routine problems involving addition and
subtraction of 2- to 3-digit numbers including money using appropriate problem-solving
strategies and tools

20 Illustrates and writes a related equation for each type of multiplication: repeated addition,
array, counting by multiples, and equal jumps on the number line.
5 Days
Day 16: Visualizes and identifies the parts of multiplication sentence
Day 17: Illustrates and writes a related equation for multiplication using repeated addition
Day 18: Illustrates and writes a related equation for multiplication using array
Day 19: Illustrates and writes a related equation for multiplication using counting by
multiples
Day 20: Illustrates and writes a related equation for multiplication using equal jumps on
the number line
21 Illustrates the following properties of multiplication and
apply each in relevant situation: (a) identity, (b) zero, and, (c) commutative
4 Days
Day 21: Illustrates the zero property of multiplication and apply each in relevant situation
Day 22: Illustrates the identity property of multiplication and apply each in relevant
situation
Day 23: Illustrates the commutative property of multiplication and apply each in relevant
situation
Day 24: Identifies the zero, identity and commutative properties of multiplication and
apply each in relevant situation
22 Visualizes multiplication of numbers 1 to 10 by 2,3,4,5 and 10. (M2NS-IIh-41.1) 5 Days
Day 25: Visualizes multiplication of numbers 1 to 10 by 2
23 Multiplies mentally 2,3,4,5 and 10 using appropriate strategies. (M2NS-IIi-42.1) 5 Days
Day 30: Multiplies mentally 2 using appropriate strategies
24 Solves routine and non-routine problems using appropriate problem-solving strategies
and tools:
a. multiplication of whole numbers including money
b. multiplication and addition or subtraction of whole numbers including money
6 Days
Day 35: Solves routine problems involving multiplication of whole numbers using

Day 36: Solves non-routine problems involving multiplication of whole numbers using
Day 37: Solves routine and non-routine multiplication problems including money
Day 38: Solves routine problems involving multiplication and addition or subtraction of
whole numbers using appropriate problem-solving strategies and tools
Day 39: Solves non-routine problems involving multiplication and addition or subtraction
of whole numbers using appropriate problem-solving strategies and tools
Day 40: Solves non-routine problems involving multiplication and addition or subtraction
of whole numbers including money using appropriate problem-solving strategies and
tools
QUARTER 3
Content Standard:
1. The learner demonstrates understanding of division of whole numbers up to 1000 including money.
2. The learner demonstrates understanding of unit fractions.
1. The learner is able to apply division of whole numbers up to 1000 including money in mathematical problems and real-life situations.
2. The learner is able to recognize and represent unit fractions in various forms and contexts.
25 Visualizes and represents division, and writes a related equation for each type of situation:
equal sharing, repeated subtraction, equal jumps on the number line, and formation of
equal groups of objects.
4 days
Day 1: Identifies the parts of division sentence and visualizes, represents division, and writes a
related equation for equal sharing
Day 2: Visualizes and represents division, and writes a related equation for repeated
subtraction,
Day 3: Visualizes and represents division, and writes a related equation for equal jumps on
the number line
Day 4: Visualizes and represents division, and writes a related equation for formation of
equal groups of objects.
26 Visualizes division of numbers up to 100 by 2,3,4,5, and 10 (multiplication table of 2, 3, 4, 5
and 10). (M2NS-IIIb-51.1)
3 days
Day 5: Visualizes division of numbers up to 100 by 5 and 10 (multiplication table of 5 and 10).
Day 6: Visualizes division of numbers up to 100 by 2 and 4 (multiplication table of 2, 4).
Day 7: Visualizes division of numbers up to 100 by 3 (multiplication table of 3).

27 Divides mentally numbers by 2,3,4,5 and 10 using appropriate strategies (multiplication table
of 2, 3, 4, 5 and 10). (M2NS-IIIb-52.1)
3 days
Day 8: Divides mentally numbers by 5 and 10 using appropriate strategies (multiplication
table of 5 and 10,).
Day 9: Divides mentally numbers by 4 and 2 using appropriate strategies (multiplication
table of 4, 2,).
Day 10: Divides mentally numbers by 3 using appropriate strategies (multiplication table of 3 ).
28 Illustrates that multiplication and division are inverse operations. (M2NS-IIIc-53) 2 days
Day 11: Illustrates multiplication as the inverse of division and transforms multiplication
sentence to division
Day 12: Illustrates division as the inverse of multiplication and transforms division sentence to
multiplication
29 Solves routine and non-routine problems involving division of numbers by 2,3,4,5 and 10 and
with any of the other operations of whole numbers including money using appropriate
problem solving strategies and tools. (M2NS-IIIc-56.1)
4 days
Day 13: Solves routine problems involving division of numbers by 2,3,4,5 and 10 including
money using appropriate problem solving strategies and tools.
Day 14: Solves non-routine problems involving division of numbers by 2,3,4,5 and 10 including
money using appropriate problem solving strategies and tools.
Day 15: Solves routine problems involving division with any of the other operations of whole
numbers including money using appropriate problem solving strategies and tools
Day 16: Solves non- routine problems involving division with any of the other operations of
whole numbers including money using appropriate problem solving strategies and tools
30 Visualizes, represents and identifies unit fractions with
denominators of 10 and below. (M2NS-IIId-72.2)
4 days
Day 17: Visualizes and identifies unit fractions with denominators of 2-6
Day 18: Represents and draws unit fractions wit denominators of 2-6
Day 19: Visualizes and identifies unit fractions with denominators of 7-10
Day 20: Represents and draws unit fractions wit denominators of 7-10
31 Reads and writes unit fractions. (M2NS-IIId-76.1) 1 day
Day 21: Reads and writes unit fractions.
32 Compares using relation symbol and arranges in increasing or decreasing order of unit
fractions.
3 days
Day 22: Write the symbols >, <, and = to compare unit fractions
Day 23: Arranges unit fraction in increasing order
Day 24: Arrange unit fraction in decreasing order

33 Identifies other fractions less than one with denominators 10 and below. (M2NS-IIIe-79.1) 4 days
Day 25: Visualizes and identifies other fractions less than 1 with denominators of 2-6
Day 26: Represents and draws other fractions less than 1 with denominators of 2-6
Day 27: Visualizes and identifies fractions less than 1 with denominators of 7-10
Day 28: Represents and draws other fractions less than 1 with denominators of 7-10
34 Visualizes (using group of objects and number line), reads and writes similar fractions 2 days
Day 29: Visualizes, reads and writes similar fraction using group of objects
Day 30: Visualizes, reads and writes similar fraction using number line
35 Compares similar fractions using relation symbols. (M2NS-IIIf-77.2) 1 day
Day 31: Compares similar fractions using relation symbols.
36 Arranges similar fractions in increasing or decreasing order. 2 days
Day 32: Arranges similar fractions in increasing order.
Day 33: Arranges similar fractions in decreasing order.
Content Standard: The learner demonstrates understanding of straight and curved lines, flat and curved surfaces and basic shapes.
Performance Standard: The learner is able to recognize and construct straight and curved lines, flat and curved surfaces and basic
shapes
37 Constructs squares, rectangles, triangles, circles, half circles,and quarter circles using cut-
outs and square grids. (M2GE-IIIg-6)
2 days
Day 34: Constructs squares, rectangles, triangles, circles, half circles, and quarter circles
using cut-outs
Day 35: Constructs squares, rectangles, triangles, circles, half circles, and quarter circles
using square grids.
38 Identifies straight lines and curves, flat and curved surfaces in a 3-dimensional object.
(M2GE-IIIi-9)
2 days
Day 36: Identifies straight lines and curves in a 3-dimensional object
Day 37: Identifies flat and curved surfaces in a 3-dimensional object
Content Standard: The learner demonstrates understanding of continuous patterns using two attributes
Performance Standard: The learner is able to apply knowledge of continuous patterns using two attributes
39 Determines the missing term/s in a given continuous pattern using two attributes (any two of
the following: figures, numbers, colors, sizes, and orientations, etc.) e.g. 1, A, 2,B,3,C,__,__
(M2AL-IIIj-3)
3 days
Day 38: Determines the missing term/s in a given continuous pattern using two attributes:
figures and numbers
Day 39: Determines the missing term/s in a given continuous pattern using two attributes:
colors and sizes
Day 40: Determines the missing term/s in a given continuous pattern using any two
attributes:

QUARTER 4
Content Standard: The learner demonstrates understanding of time, standard measures of length, mass and capacity and area using
square tile units.
Performance Standard: The learner is able to apply knowledge of time, standard measures of length, weight, and capacity, and area
using square tile units in mathematical problems and real life situations.
40 Tells and writes time in minutes including a.m. and p.m. using analog and digital clocks.
(M2ME-IVa-5)
2 days
Day 1: Tells and writes time in minutes including a.m. and p.m. using analog clocks.
Day 2: Tells and writes time in minutes including a.m. and p.m. using digital clocks.
41 Visualizes, represents, and solves problems involving time (minutes including a.m. and p.m.
and elapsed time in days).
2 days
Day 3: Visualizes, represents, and solves problems involving time (minutes including a.m. and
p.m.)
Day 4: Visualizes, represents, and solves problems involving elapsed time in days).
42 Compares the following unit of measures:
a. length in meters or centimeters
b. mass in grams or kilograms
c. capacity in mL or L
3 days
Day 7: Compares the length of objects using meters/centimeters
Day 8: Compares the mass of objects using grams/kilograms
Day 9: Compares the capacity of liquid using milliliters/liters
43 measures objects using appropriate measuring tools and unit of length in m or cm. 2 days
Day 10: measures objects using appropriate measuring tools and unit of length in cm
Day 11: measures objects using appropriate measuring tools and unit of length in m
44 estimates and measures length using meter or centimeter. (M2ME-IVc-26) 2 days
Day 12: estimates and measures length using centimeter
Day 13: estimates and measures length using meter
45 solves routine and non-routine problems involving length. (M2ME-IVc-27) 2 days
Day 14: solves routine problems involving length.
Day 15: solves non-routine problems involving length.
46 measures objects using appropriate measuring tools and measuring units in g or kg. 2 days
Day 16: measures objects using appropriate measuring tools and measuring units in g
Day 17: measures objects using appropriate measuring tools and measuring units in kg
47 estimates and measures mass using gram or kilogram. (M2ME-IVe-31) 2 days
Day 18: estimates and measures mass using gram
Day 19: estimates and measures mass using kilogram

48 solves routine and non-routine problems involving mass. (M2ME-IVe-32) 2 days
Day 20: solves routine problems involving mass.
Day 21: solves non-routine problems involving mass.
49 measures objects using appropriate measuring tools in mL or L. (M2ME-IVf-33) 2 days
Day 22: measures objects using appropriate measuring tools in mL
Day 23: measures objects using appropriate measuring tools in L
50 finds the area of a given figure using square-tile units i.e. number of square-tiles needed.
(M2ME-IVg-36)
2 days
Day 24: finds the area of a given figure ( a square or a rectangle) using square-tile units i.e.
number of square-tiles needed
Day 25: finds the area of a given figure ( composite figure comprised of squares and
rectangles) using square-tile units i.e. number of square-tiles needed
51 estimates the area of a given figure using any shape. (M2ME-IVh-37) 2 days
Day 26: estimates the area of a given figure using any shape (square, rectangle, circle,
triangle, etc.)
Day 27: estimates the area of a given figure using any shape (composite figure comprised
of squares, rectangles, circles, triangles, etc.)
52 solves routine and non-routine problems involving any figure using square tiles. (M2ME-IVh-
38)
2 days
Day 28: solves routine problems involving any figure using square tiles.
Day 29: solves non-routine problems involving any figure using square tiles.
Content Standard: The learner deepens understanding of pictographs without and with scales
Performance Standard: The learner is able to interpret simple representations of data (pictographs without and with scales)
53 infers and interprets data presented in a pictograph without and with scales. (M2SP-IVi-3.2) 2 days
Day 30: infers and interprets data presented in a pictograph without scales.
Day 31: infers and interprets data presented in a pictograph with scales.
54 solves routine and non-routine problems using data presented in a pictograph without and
with scales. (M2SP-IVi-4.2)
4 days
Day 32: solves routine problems using data presented in a pictograph without scales
Day 33: solves routine problems using data presented in a pictograph with scales
Day 34: solves non-routine problems using data presented in a pictograph without scales.
Day 35: solves non-routine problems using data presented in a pictograph with scales.

QUARTER 1
Content Standard:
1. The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to PhP1000.
2. The learner demonstrates understanding of addition and subtraction of whole numbers including money
1. The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in various
forms and contexts.
2. The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
3. The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and real-life
situations.
1 Visualizes numbers up to 10 000 with emphasis on
numbers 1001 - 10000. (M3NS-Ia-1.3)
2 days
Day 1: visualizes numbers up to 10 000 with emphasis
on numbers 1001 - 5000.
Day 2: visualizes numbers up to 10 000 with emphasis
on numbers 5001 - 10000.
2 Gives the place value and value of a digit in 4- to 5-
digit numbers. (M3NS-Ia-10.3)
2 days
Day 3: gives the place value of a digit in 4- to 5-digit
numbers.
Day 4: gives the value of a digit in 4- to 5-digit
numbers.
After day 4, please give culminating
exercises involving both the place value
and value of a digit in 4- to 5-digit numbers
3 Reads and writes numbers up to 10 000 in symbols and
in words.
2 days
Day 5: reads and writes numbers up to 10 000 in
symbols
Day 6: reads and writes numbers up to 10 000 in words
4 rounds numbers to the nearest ten, hundred and
thousand. (M3NS-Ib-15.1)
3 days
Day 7: rounds numbers to the nearest ten
Day 8: rounds numbers to the nearest hundred
Day 9: rounds numbers to the nearest thousand.

5 Compares using relation symbols and orders in
increasing or decreasing order 4- to 5-digit numbers
up to 10 000.
3 days
Day 10: compares using relation symbols in 4- to 5-digit
numbers up to 10 000.
Day 11: orders numbers in increasing order of 4- to 5-
digit numbers up to 10 000.
Day 12: orders numbers in decreasing order of 4- to 5-
digit numbers up to 10 000.
exercises involving both in increasing or
decreasing order 4- to 5-digit numbers up
to 10 000.
6 Identifies ordinal numbers from 1st to 100th with
emphasis on the 21st to 100th object in a given set
from a given point of reference. (M3NS-Ic-16.3)
2 days
Day 12: identifies ordinal numbers from 1st to 100th
with emphasis on the 21st to 60th object in a given set
from a given point of reference.
Day 13: identifies ordinal numbers from 1st to 100th
with emphasis on the 61st to 100th object in a given
set from a given point of reference.
7 Recognizes, reads and writes money in symbols and in
words through PhP1 000 in pesos and centavos
3 days Prior to teaching this competency,
specifically Day 14-15 provide inputs and
exercises first on:
Counts the value of a set of bills or a set of
coins through PhP100 (peso-coins only;
centavo-coins only; peso-bills only and
combined peso-coins and peso bills).
Day 14: Recognizes, reads and writes money in
symbols and in words involving combinations of coins
symbols and in words involving combinations of bills
and coins
symbols and in words through PhP1 000
8 compares values of the different denominations of
coins and bills through PhP1 000 using relation
symbols. (M3NS-Id-22.2)
exercises first on:
Compares values of different
denominations of coins and paper bills
through PhP100 using relation symbols.

Day 17: compares values of the different
denominations involving combinations of coins using
relation symbols.
denominations involving combinations of bills and
coins using relation symbols.
denominations of money in symbols and in words
through PhP1 000
9 Adds 3 - to 4 -digit numbers up to three addends with
sums up to 10 000 without and with regrouping.
exercises first on:
Illustrates the properties of addition
(commutative, associative, identity) and
applies each in appropriate and relevant
situations.
Day 20: adds 3 - to 4 -digit numbers up to three
addends with sums up to 10 000 without regrouping.
Day 21: adds 3 - to 4 -digit numbers up to three
addends with sums up to 10 000 with regrouping.
10 Estimates the sum of 3- to 4-digit addends with
reasonable results. (M3NS-Ie-31)
1 day
Day 22: estimates the sum of 3- to 4-digit addends
with reasonable results.
11 Adds mentally the following numbers using
appropriate strategies:
a. 2-digit and 1-digit numbers without or with
regrouping
b. 2- to 3-digit numbers with multiples of hundreds
exercises first on:
Adds mentally the following numbers using
a. 1- to 2-digit numbers with sums up to 50
b. 3-digit numbers and 1-digit numbers
c. three -digit numbers and tens (multiples
of 10 up to 90)
d. 3-digit numbers and hundreds (multiples
of 100 up to 900)
Day 23: adds mentally 2-digit and 1-digit numbers
without regrouping
Day 24: adds mentally 2-digit and 1-digit numbers with
regrouping
Day 25: adds mentally 2- to 3-digit numbers with
multiples of hundreds

addition of whole numbers with sums up to 10 000
including money using appropriate problem-solving
strategies and tools. (M3NS-If-29.3)
exercises first on:
Solves routine and non-routine problems
involving addition of whole numbers
including money with sums up to 1000 using
appropriate problem-solving strategies and
tools.
Day 26: solves routine problems involving addition of
whole numbers with sums up to 10 000 using
appropriate problem-solving strategies and tools.
Day 27: solves non-routine problems involving addition
of whole numbers with sums up to 10 000 using
Day 28: solves routine and non-routine problems
involving addition of whole numbers with sums up to
10 000 including money using appropriate problem-
solving strategies and tools.
13 Subtracts 3-to 4-digit numbers from 3- to 4-digit
numbers without and with regrouping. (M3NS-Ig-32.6)
2 days
Day 29: subtracts 3-to 4-digit numbers from 3- to 4-digit
numbers without regrouping.
Day 30: subtracts 3-to 4-digit numbers from 3- to 4-digit
numbers with regrouping.
exercises involving both subtracting 3-to 4-
digit numbers from 3- to 4-digit numbers
14 Estimates the difference of two numbers with three to
four digits with reasonable results. (M3NS-Ih-36)
2 days
Day 31: estimates the difference of two numbers with
three digits with reasonable results.
Day 32: estimates the difference of two numbers with
four digits with reasonable results.
15 Subtracts mentally the following numbers using
a. 1- to 2-digit numbers without and with regrouping
b. 2- to 3-digit numbers with multiples of hundreds
4 days
Day 33: subtracts mentally 1- to 2-digit numbers
without regrouping using appropriate strategies
Day 34: subtracts mentally 1- to 2-digit numbers with
regrouping using appropriate strategies

multiples of hundreds without regrouping
multiples of hundreds with regrouping
After day 36 please give culminating
exercises involving both subtracting
mentally :1- to 2-digit numbers without and
with regrouping and 2- to 3-digit numbers
with multiples of hundreds without and with
regrouping
subtraction without or with addition of whole numbers
including money using appropriate problem solving
strategies and tools.
3 days
Day 37: solves routine problems involving subtraction
without or with addition of whole numbers using
Day 38: solves non-routine problems involving
subtraction without or with addition of whole numbers
using appropriate problem solving strategies and
tools.
Day 39: solves routine and non-routine problems
involving subtraction without or with addition of whole
numbers including money using appropriate problem-
solving strategies and tools.
QUARTER 2
Content Standard: The learner demonstrates understanding of multiplication and division of whole numbers including money.
Performance Standard: The learner is able to apply multiplication and division of whole numbers including money in mathematical
problems and real life situations
17 Visualizes multiplication of numbers 1 to 10 by 6,7,8
and 9. (M3NS-IIa-41.2)
5 days
18 Visualizes and states basic multiplication facts for
numbers up to 10. (M3NS-IIa-41.3)
Day 1: States basic multiplication facts for numbers
2,3,4,5 and 10

Day 2: visualizes and states basic multiplication of
numbers 1 to 10 by 6
Day 5: visualizes multiplication of numbers 1 to 10 by 9
19 Illustrates the properties of multiplication in relevant
situations (commutative property, distributive property
or associative property)
3 days
Day 6: Illustrates the properties of multiplication in
relevant situations commutative property
relevant situations associative property
relevant situations distributive property
20 Multiplies numbers:
a. 2- to 3-digit numbers by 1-digit numbers without or
with regrouping
b. 2-digit numbers by 2-digit numbers without
regrouping
c. 2-digit number by 2-digit numbers with regrouping
d. 2- to 3-digit numbers by multiples of 10 and 100
e. 1- to 2-digit numbers by 1 000
6 days
Day 9: multiplies 2- to 3-digit numbers by 1-digit
numbers without regrouping
Day 10: multiplies 2- to 3-digit numbers by 1-digit
numbers with regrouping
Day 11: multiplies 2-digit numbers by 2-digit numbers
without regrouping
Day 12: multiplies 2-digit number by 2-digit numbers
with regrouping
Day 13: multiplies 2- to 3-digit numbers by multiples of
10 and 100
Day 14: multiplies 1- to 2-digit numbers by 1 000

21 Estimates the product of 2- to 3-digit numbers and 1-
to 2-digit numbers with reasonable results. (M3NS-IId-
44.1)
2 days
Day 15: estimates the product of 2- to 3-digit numbers
by 1-digit number with reasonable results.
Day 16: estimates the product of 2- to 3-digit numbers
by 2-digit numbers with reasonable results.
22 Multiplies mentally 2-digit by 1-digit numbers without
regrouping with products of up to 100. (M3NS-IIe-42.2)
specifically Day 17 provide inputs and
exercises first on:
Multiplies mentally 2,3,4,5 and 10 using
appropriate strategies.
Day 17: multiplies mentally 2-digit by 1-digit numbers
without regrouping with products of up to 100 using
lattice method
Example: 42 x 3 is (40 x 3) + (2 x 3)
Day 18: multiplies mentally 2-digit by 1-digit numbers
without regrouping with products of up to 100 using
other technique
multiplication without or with addition and subtraction
of whole numbers including money using appropriate
problem-solving strategies and tools. (M3NS-IIe-45.3)
exercises first on:
using appropriate problem-solving
strategies and tools:
a. multiplication of whole numbers
including money
b. multiplication and addition or subtraction
of whole numbers including money
Day 19: Solves routine problems involving
multiplication without addition and subtraction of
whole numbers including money using appropriate
problem-solving strategies and tools.
Day 20: Solves non-routine problems involving
multiplication without addition and subtraction of
24 Visualizes and states the multiples of 1- to 2-digit
numbers. (M3NS-IIf-47)
2 days
Day 21: visualizes and states the multiples of 1-digit
numbers.
Day 22: visualizes and states the multiples of 2-digit
numbers.

25 Visualizes division of numbers up to 100 by 6,7,8, and 9
(Multiplication table of 6, 7, 8, and 9). (M3NS-IIg-51.2)
7 days
26 Visualizes and states basic division facts of numbers
up to 10. (M3NS-IIg-51.3)
Day 23: visualizes and states basic division facts of
numbers 5 and 10
numbers 2 and 4
number 3
numbers 6
numbers 7
numbers 8
numbers 9
27 Divides numbers without or with remainder:
a. 2- to 3-digit numbers by 1- to 2- digit numbers
b. 2-3 digit numbers by 10 and 100
4 days
Day 30: divides 2- to 3-digit numbers by 1- to 2- digit
numbers without remainder
Day 31: divides 2- to 3-digit numbers by 1- to 2- digit
numbers with remainder
Day 32 :divides 2- to 3-digit numbers by by 10 and 100
without remainder
Day 33: divides 2- to 3-digit numbers by by 10 and 100
with remainder
28 Estimates the quotient of 2- to 3- digit numbers by 1- to
2- digit numbers. (M3NS-IIi-55.1)
2 days
Day 34: estimates the quotient of 2- to 3- digit numbers
by 1-digit number.
Day 35: estimates the quotient of 2- to 3- digit numbers
by 2-digit numbers.
29 Divides mentally 2-digit numbers by 1-digit numbers
without remainder using appropriate strategies.
1 day

Day 36: divides mentally 2-digit numbers by 1-digit
numbers without remainder using appropriate
strategies.
division of 2- to 4-digit numbers by 1- to 2-digit
numbers without or with any of the other operations of
problem-solving strategies and tools. (M3NS-IIj-56.2)
4 days
Day 37: solves routine problems involving division of 2-
to 4-digit numbers by 1- to 2-digit numbers without any
of the other operations of whole numbers including
money using appropriate strategies and tools.
Day 38: solves routine problems involving division of 2-
to 4-digit numbers by 1- to 2-digit numbers with any of
the other operations of whole numbers including
money using appropriate strategies and tools.
Day 39: solves non-routine problems involving division
of 2- to 4-digit numbers by 1- to 2-digit numbers
without any of the other operations of whole numbers
including money using appropriate strategies and
tools.
Day 40: solves non-routine problems involving division
of 2- to 4-digit numbers by 1- to 2-digit numbers with
any of the other operations of whole numbers
including money using appropriate strategies and
tools.

QUARTER 3
Content Standard: The learner demonstrates understanding of proper and improper, similar and dissimilar and equivalent fractions.
Performance Standard: The learner is able to recognize and represent proper and improper, similar and dissimilar and equivalent
fractions in various forms and contexts.
31 Identifies odd and even numbers. (M3NS-IIIa-63) 2 days
Day 1: Identifies odd numbers.
Day 2: Identifies even numbers
32 Visualizes and represents fractions that are equal to
one and greater than one using regions, sets and
number line.
6 days
Day 3: visualizes and represents fractions that are
equal to one using regions.
greater than one using regions.
equal to one using set
greater than one using sets
equal to one using number line.
greater than one using number line.
33 Reads and writes fractions that are equal to one and
greater than one in symbols and in words. (M3NS-IIIb-
76.3)
2 days
Day 9: reads and writes fractions that are equal to
one in symbols and in words.
Day 10: reads and writes fractions that are greater
than one in symbols and in words.
34 Represents, compares and arranges dissimilar
fractions in increasing or decreasing order.
5 days
Day 11: Represents dissimilar fractions
Day 12: Compares dissimilar fractions with the same
numerators
Day 13: Compares dissimilar fractions with the different
numerators

Day 14: Arranges dissimilar fractions in increasing order
Day 15: Arranges dissimilar fractions in decreasing
order.
35 Visualizes and generates equivalent fractions. (M3NS-
IIIe-72.7)
3 days
Day 16: visualizes equivalent fractions.
Day 17: generates equivalent fractions by shading ,
paper folding
Day 18: generates equivalent fractions by multiplying
or dividing the numerator and denominator by the
same number
Content Standard: The learner demonstrates understanding of lines and symmetrical designs
Performance Standard: The learner is able to recognize and represent lines in real objects and designs or drawings and complete
symmetrical designs
36 Recognizes and draws a point, line, line segment and
ray. (M3GE-IIIe-11)
3 days
Day 19: recognizes and draws a point and line
Day 20: recognizes and draws a line segment
Day 21: recognizes and draws a ray.
37 Recognizes and draws parallel, intersecting and
perpendicular lines. (M3GE-IIIf-12.1)
4 days
Day 22: recognizes and draws parallel lines.
Day 23: recognizes and draws intersecting lines.
Day 24: recognizes and draws perpendicular lines.
Day 25: recognizes and draws parallel, intersecting,
and perpendicular lines.
exercises involving recognizing and draws
parallel, intersecting, and perpendicular
lines
38 Visualizes, identifies and draws congruent line
segments. (M3GE-IIIf-13)
1 day
Day 26: Visualizes, identifies, and draws congruent line
segments
39 Identifies and visualizes symmetry in the environment
and in design. (M3GE-IIIg-7.3)
2 days
Day 27: visualizes symmetry in the environment and in
design.

Day 28: identifies symmetry in the environment and in
design.
40 Identifies and draws the line of symmetry in a given
symmetrical figure. (M3GE-IIIg-7.4)
1 day
Day 29: identifies and draws the line of symmetry in a
given symmetrical figure.
41 Completes a symmetric figure with respect to a given
line of symmetry. (M3GE-IIIh-7.5)
1 day
Day 30: completes a symmetric figure with respect to
a given line of symmetry.
Content Standard: The learner demonstrates understanding of continuous and repeating patterns and mathematical sentences
involving multiplication and division of whole numbers.
Performance Standard: The learner is able to apply knowledge of continuous and repeating patterns and number sentences
involving multiplication or division of whole numbers in various situations.
42 Determines the missing term/s in a given combination
of continuous and repeating pattern.
e.g. 4A,5B, 6A,7B,__ (M3AL-IIIi-4)
3 days
Day 31: determines the missing term/s in a given
combination of continuous pattern.
e.g. 4A,5B, 6A,7B,__
Day 32: determines the missing term/s in a given
combination of repeating pattern.
e.g. 4A,5B, 6A,7B,__
43 Finds the missing value in a number sentence
involving multiplication or division of whole numbers.
e.g. n x 7 = 56 56 ÷ n = 8 (M3AL-IIIj-12)
3 days
Day 33: finds the missing value in a number sentence
involving multiplication of whole numbers. e.g. n x 7 =
56 56 ÷ n = 8 (M3AL-IIIj-12)
Day 34: finds the missing value in a number sentence
involving division of whole numbers. e.g. n x 7 = 56 56 ÷
n = 8 (M3AL-IIIj-12)
exercises involving finding the missing value
in a number sentence involving
multiplication or division of whole numbers

QUARTER 4
Content Standard: The learner demonstrates understanding of conversion of time, linear, mass and capacity measures and area of
square and rectangle.
Performance Standard: The learner is able to apply knowledge of conversion of time, linear, mass and capacity measures and area
of rectangle and square in mathematical problems and real life situations.
44 Visualizes, represents, and converts time measure:
a. from seconds to minutes, minutes to hours, and
hours to a day and vice versa
b. days to week, month and year and vice versa
c. weeks to months and year and vice versa
d. months to year and vice versa.
9 days
Day 1: visualizes, represents, and converts time
measure from seconds to minutes and vice versa
measure from minutes to hours and vice versa
measure from hours to a day and vice versa
measure from days to week and vice versa
measure from days to month and vice versa
measure from days to year and vice versa
Limited only to number of days that is
multiple of 365
measure from weeks to months and vice versa
measure from weeks to year and vice versa
Limited only to number of weeks that is
multiple of 52
measure from months to year and vice versa.
Limited only to number of months that is
multiple of 12
45 Solves problems involving conversion of time
measure.
2 days
Day 10: solves problems involving conversion of time
measure (seconds, minutes, hours, and day)
Day 11: solves problems involving conversion of time
measure (days, weeks, months and years)

46 Visualizes, and represents, and converts common
units of measure from larger to smaller unit and vice
versa: meter and centimeter, kilogram and gram, liter
and milliliter. (M3ME-IVb-39)
3 days
Day 12: visualizes, represents, and converts meter and
centimeter from larger to smaller unit and vice versa
Day 13: visualizes, represents, and converts kilogram
and gram from larger to smaller unit and vice versa
Day 14: visualizes, represents, and converts liter and
milliliter from larger to smaller unit and vice versa.
47 Visualizes, and represents, and solves routine and
nonroutine problems involving conversions of
common units of measure. (M3ME-IVc-40)
2 days
Day 15: visualizes, represents, and solves routine
problems involving conversions of common units of
measure
Day 16: visualizes, represents, and solves non-routine
problems involving conversions of common units of
measure
capacity measure.
2 days
Day 17: solves routine problems involving capacity
measure.
Day 18: solves non-routine problems involving
capacity measure.
49 Visualizes, and represents, and measures area using
appropriate unit. (M3ME-IVd-43)
2 days
Day 19: visualizes, and represents area using
appropriate unit.
Day 20: measures area using appropriate unit.
areas of squares and rectangles. (M3ME-IVf-46)
3 days
Day 21: Solves routine problems involving areas of
squares
Day 22: solves routine problems involving areas of
rectangles

Day 23: solves non-routine problems involving areas of
squares and rectangles
Content Standard: The learner demonstrates understanding of conversion of time, linear, mass and capacity measures and area of
square and rectangle.
Performance Standard: The learner is able to apply knowledge of conversion of time, linear, mass and capacity measures and area
of rectangle and square in mathematical problems and real life situations.
51 Collects data on one variable using existing records.
(M3SP-IVg-1.3)
2 days
Day 24: collects data on one variable using existing
records.
Use existing records in real life
Day 25: collects data on one variable by conducting
survey within the family or classmates
52 Sorts, classifies, and organizes data in tabular form
and presents this into a vertical or horizontal bar
graph. (M3SP-IVg-2.3)
4 days
Day 26: sorts and classifies data
Day 27: organizes data in tabular form
Day 28: presents data into a vertical bar graph.
Day 29: presents data into a horizontal bar graph.
53 Infers and interprets data presented in different kinds
of bar graphs (vertical/ horizontal). (M3SP-IVh-3.3)
3 days
Day 30: infers data presented in a vertical and
horizontal bar graphs
Day 31: interprets data presented in a vertical bar
graphs
Day 32: interprets data presented in a horizontal bar
graphs
54 Solves routine and non-routine problems using data
presented in a single-bar graph. (M3SP-IVh-4.3)
2 days
Day 33: solves routine problems using data presented
in a single-bar graph.
Day 34: solves non-routine problems using data
presented in a single-bar graph.
55 Tells whether an event is sure, likely, equally likely,
unlikely, and impossible to happen. (M3SP-IVi-7.3)
3 days
Day 35: tells whether an event is sure and impossible
to happen

Day 36: tells whether an event is likely, equally likely,
unlikely to happen
Day 37: tells whether an event is sure, likely, equally
likely, unlikely, and impossible to happen.
56 Describes events in real-life situations using the
phrases “sure to happen “likely to happen”, “equally
likely to happen”, “unlikely to happen”, and
“impossible to happen”. (M3SP-IVj-8.3)
1 day
Day 38: describes events in real-life situations using the
phrases “sure to happen, “likely to happen”, “equally
likely to happen”, “unlikely to happen”, and
“impossible to happen”.

QUARTER 1
Content Standard:
1. The learner demonstrates understanding of whole numbers up to 100,000.
2. The learner demonstrates understanding of multiplication and division of whole numbers including money.
1. The learner is able to recognize and represent whole numbers up to 100,000 in various forms and contexts.
2. The learner is able to apply multiplication and division of whole numbers including money in mathematical problems and real-life
situations.
1 Visualizes numbers up to 100 000 with emphasis on
numbers 10 001–100 000. (M4NS-Ia-1.4)
2 days
Day 1: Visualizes numbers up to 100 000 with emphasis
on numbers 10 001–50 000.
Day 2: Visualizes numbers up to 100 000 with emphasis
on numbers 50 001–100 000.
2 Gives the place value and value of a digit in numbers
up to 100 000. (M4NS-Ia-10.4)
2 days
Day 3: Gives the place value of a digit in numbers up
to 100 000.
Day 4: Gives the value of a digit in numbers up to 100
000.
3 Reads and writes numbers, in symbols and in words,
up to hundred thousand and compare them using
relation symbols
2 days
Day 5: Reads and writes numbers, in symbols and in
words, up to hundred thousand
Day 6: Compares numbers up to hundred thousand
using relation symbols
4 Rounds numbers to the nearest thousand and ten
thousand. (M4NS-Ib-5.2)
2 days
Day 7: Rounds numbers to the nearest thousand
Day 8: Rounds numbers to the nearest ten thousand.
5 Orders numbers up to 100 000 in increasing or
decreasing order. (M4NS-Ib-13.4)
2 days

Day 9: Orders numbers up to 100 000 in increasing
order.
Day 10: Orders numbers up to 100 000 in decreasing
order.
6 Multiplies numbers up to 3-digit numbers by up to 2-
digit numbers without or with regrouping. (M4NS-Ic-
43.7)
2 days
Day 11: Multiplies numbers up to 3-digit numbers by
up to 2-digit numbers without regrouping
Day 12: Multiplies numbers up to 3-digit numbers by
up to 2-digit numbers with regrouping.
After day 12, provide culminating exercises
covering multiplication of numbers up to 3-
digit numbers by up to 2-digit numbers
without or with regrouping.
7 Estimates the products of 3- to 4-digit numbers by 2-
to 3- digit numbers with reasonable results. (M4NS-Ic-
44.2)
2 days
Day 13: Estimates the products of 3- to 4-digit numbers
by 2-digit numbers with reasonable results
Day 14: Estimates the products of 3- to 4-digit numbers
by 3- digit numbers with reasonable results
8 Multiplies mentally 2-digit by 1-to 2-digit numbers with
products up to 200 and explains the strategies used.
(M4NS-Id-42.3)
2 days
Day 15: Multiplies mentally 2-digit by 1 digit number
with products up to 200 and explains the strategies
used.
Day 16: Multiplies mentally 2-digit by 2-digit numbers
with products up to 200 and explains the strategies
used.
multiplication of whole numbers including money
using appropriate problem-solving strategies and
tools. (M4NS-Id-45.4)
3 days
Day 17: Solves routine problems involving
multiplication of whole numbers using appropriate

Day 18: Solves non-routine problems involving
multiplication of whole numbers using appropriate
Day 19: Solves routine and non-routine multiplication
problems including money using appropriate
10 Solves multi-step routine and non-routine problems
involving multiplication and addition or subtraction
using appropriate problem-solving strategies and
tools. (M4NS-Ie-45.5)
4 days
Day 20: Solves multi-step routine problems involving
multiplication and addition using appropriate
multiplication and subtraction using appropriate
Day 22: Solves multi-step non-routine problems
involving multiplication and addition using
involving multiplication and subtraction using
11 Divides 3- to 4-digit numbers by 1-to 2-digit numbers
without and with remainder. (M4NS-If-54.3)
2 days Prior to teaching this competency, give
inputs and exercises first on:
Divides numbers without and with
remainder 2- to 3-digit numbers by 1- to 2-
digit numbers (G3, Q2)
Day 24: Divides 3- to 4-digit numbers by 1-to 2-digit
numbers without remainder.
Day 25: Divides 3- to 4-digit numbers by 1-to 2-digit
numbers with remainder.
After day 25, provide a culminating
exercise involving Division of 3- to 4-digit
numbers by 1-to 2-digit numbers without
and with remainder.
12 Divides mentally 2- to 4-digit numbers by tens or
hundreds or by 1 000 without and with remainder.
4 days Prior to teach this competency, give input
and exercise first on:
Divides numbers with remainder 2- to 3-digit
numbers by 10 or 100 without or with
remainder (G3, Q2)
Day 26: Divides mentally 2- to 4-digit numbers by tens
without remainder.

Day 27: Divides mentally 2- to 4-digit numbers by tens
with remainder
Day 28: Divides mentally 2- to 4-digit numbers by
hundreds and thousands without remainder.
Day 29: Divides mentally 2- to 4-digit numbers by
hundreds and thousands with remainder.
13 Estimates the quotient of 3- to 4-digit dividends by 1-
to 2-digit divisors with reasonable results. (M4NS-Ig-
55.2)
input and exercise first on:
Estimates the quotient of 2- to 3-digit
numbers by 1-to 2-digit numbers (G3, Q2)
Day 30: Estimates the quotient of 3- to 4-digit
dividends by 1-digit divisors with reasonable results.
Day 31: Estimates the quotient of 3- to 4-digit
dividends by 2-digit divisors with reasonable results.
division of 3- to 4-digit numbers by 1-to 2-digit
numbers including money using appropriate
problem-solving strategies and tools. (M4NS-Ih-56.3)
involving division of 2- to 4-digit numbers by
1- to 2-digit numbers without or with any of
the other operations of whole numbers
including money using appropriate
Day 32: Solves routine problems involving division of 3-
to 4-digit numbers by 1-to 2-digit numbers using
appropriate problem solving strategies and tools
Day 33: Solves non-routine problems involving division
of 3- to 4-digit numbers by 1-to 2-digit numbers using
Day 34: Solves routine and non-routine problems
involving division of 3- to 4-digit numbers by 1-to 2-
digit numbers including money using appropriate
15 Solves multi-step routine and non-routine problems
involving division and any of the other operations of
problem-solving strategies and tools. (M4NS-Ih-56.4)
solves routine and non-routine problems
involving division of 2- to 4-digit numbers by
1- to 2-digit numbers without or with any of
the other operations of whole numbers
including money using appropriate
division and any of the other operations of whole
numbers using appropriate problem-solving strategies
and tools.

involving division and any of the other operations of
whole numbers using appropriate problem-solving
strategies and tools.
Day 37: Solves multi-step routine and non-routine
problems involving division and any of the other
operations of whole numbers including money using
16 Performs a series of two or more operations applying
Multiplication, Division, Addition, Subtraction (MDAS)
correctly.
2 days
Day 38: States, explains, and interprets Multiplication,
Division, Addition, Subtraction (MDAS) rule correctly.
Day 39: Performs a series of two or more operations
applying multiplication, division, addition or
subtraction (MDAS) rule correctly.
QUARTER 2
Content Standard:
1. The learner demonstrates understanding of factors and multiples and addition and subtraction of fractions.
2. The learner demonstrates understanding of improper fractions, mixed numbers and decimals
1. The learner is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical
problems and real-life situations.
2. The learner is able to recognize and represent improper fractions, mixed numbers and decimals
17 Identifies factors of a given number up to 100. (M4NS-IIa-64) 2 days
Day 1: Identifies factors of a given number from 1 to 50.
Day 2: Identifies factors of a given number from 51 to 100.
18 Identifies the multiples of a given number up to 100. (M4NS-IIa-65) 2 days
Day 3: Identifies the multiples of a given number up from 1 to 50.
Day 4: Identifies the multiples of a given number up from 51 to 100.
19 Differentiates prime from composite numbers. (M4NS-IIb-66) 2 days
Day 5: Identifies prime numbers and composite numbers
Day 6: Differentiates prime from composite numbers.

20 Writes a given number as a product of its prime factors. (M4NS-IIb-67) 1 day
Day 7: Writes a given number as a product of its prime factors.
21 Finds the common factors, greatest common factor (GCF), common multiples and least
common multiple (LCM) of two numbers using the following methods: listing, prime
factorization, and continuous division.
6 days
Day 8: Finds the common factors and the greatest common factor (GCF) of two
numbers using the listing method.
Day 9: Finds the common factors and greatest common factors (GCF) of two numbers
using prime factorization method.
Day 10: Finds the common factors and the greatest common factor (GCF) of two
numbers using continuous division method
Day 11: Finds the common multiples and least common multiple (LCM) of two numbers
using listing method
using prime factorization method
using continuous division method.
22 Solves real-life problems involving GCF and LCM of 2 given numbers. (M4NS-IId-70.1) 2 days
Day 14: Solving real-life problems involving GCF of two given numbers.
Day 15: Solving real-life problems involving LCM of 2 given numbers.
23 Changes improper fraction to mixed numbers and vice versa. (M4NS-IIe-80) 3 days
Day 16: Identify kinds of fractions: proper fractions, improper fractions, and mixed
numbers
Day 17: Changes improper fraction to mixed numbers
Day 18: Changes mixed numbers to improper fraction.
24 Changes fractions to lowest forms. (M4NS-IIe-81) 3 days
Day 19: Changes fractions to lowest forms using listing
Day 20: Changes fractions to lowest forms using prime factorization
Day 21: Changes fractions to lowest forms using continuous division
25 Visualizes addition and subtraction of similar and dissimilar fractions. 2 days
Day 22: Visualizes addition and subtraction of similar fractions.
Day 23: Visualizes addition and subtraction of dissimilar fractions
26 Visualizes subtraction of a fraction from a whole number. (M4NS-IIf-82.2) 1 day
Day 24: Visualizes subtraction of a fraction from a whole number.
27 Performs addition and subtraction of similar and dissimilar fractions. (M4NS-IIg-83) 3 days
Day 25: Performs addition and subtraction of similar fractions

Day 26: Performs addition of dissimilar fractions.
Day 27: Performs subtraction dissimilar fractions.
28 Solves routine and non-routine problems involving addition and/or subtraction of
fractions using appropriate problem-solving strategies and tools.
3 days
Day 28: Solves routine problems involving addition of fractions using appropriate
Day 29: Solves routine problems involving subtraction of fractions using appropriate
Day 30: Solves non-routine problems involving addition and/or subtraction of fractions
using appropriate problem-solving strategies and tools.
29 Visualizes decimal numbers using models like blocks, grids, number lines and money to
show the relationship to fractions. (M4NS-IIi-99)
2 days
Day 31: Visualizes decimal numbers using models like blocks and grids to show the
relationship to fractions.
Day 32: Visualizes decimal numbers using models like number lines and money to show
the relationship to fractions.
30 Renames decimal numbers to fractions, and fractions whose denominators are factors of
10 and 100 to decimals. (M4NS-IIi-100)
2 days
Day 33: Renames decimal numbers to fractions whose denominators are factors of 10 to
decimals.
Day 34: Renames decimal numbers to fractions whose denominators are factors of 100
to decimals.
31 Gives the place value and the value of a digit of a given decimal number through
hundredths. (M4NS-IIi-101.1)
2 days
Day 35: Gives the place value of a digit of a given decimal number through hundredths.
Day 36: Gives the value of a digit of a given decimal number through hundredths.
32 Reads and writes decimal numbers through hundredths. (M4NS-IIj-102.1) 1 day
Day 37: Reads and writes decimal numbers through hundredths.
33 Rounds decimal numbers to the nearest whole number and tenth. (M4NS-IIj-103.1) 1 day
Day 38: Rounds decimal numbers to the nearest whole number and tenths
34 Compares and arranges decimal numbers. (M4NS-IIj-104.1) 2 days
Day 39: Compares decimal numbers.
Day 40: Arranges decimal numbers.

QUARTER 3
Content Standard: The learner demonstrates understanding of the concepts of parallel and perpendicular lines, angles, triangles,
and quadrilaterals.
Performance Standard: The learner is able to describe parallel and perpendicular lines, angles, triangles, and quadrilaterals
35 Describes and draws parallel, intersecting, and
perpendicular lines using ruler and set square.
2 days
Day 1: Describes and identifies parallel, intersecting,
and perpendicular lines.
Day 2: Draws parallel, intersecting, and perpendicular
lines using ruler and set square
36 Describes and illustrates different angles (right, acute,
and obtuse) using models. (M4GE-IIIb-14)
2 days
Day 3: Describes and illustrates different angles
(right, acute, and obtuse) using models
Day 4: Draws different angles (right, acute, and
obtuse) using protractor.
37 Describes the attributes/properties of triangles and
quadrilaterals using concrete objects or models.
(M4GE-IIIb-15)
3 days
Day 5: Describes the attributes/properties of triangles
using concrete objects or models
Day 6: Describes the attributes/properties of
quadrilaterals (parallelogram: square, rhombus, and
rectangle) using concrete objects or models
Day 7: Describes the attributes/properties of
quadrilaterals (trapezoid)using concrete objects or
models
38 Identifies and describes triangles according to sides
and angles. (M4GE-IIIc-16)
2 days
Day 8: Identifies and describes triangles according to
sides
Day 9: Identifies and describes triangles according to
angles.
39 Identifies and describes the different kinds of
quadrilaterals: square, rectangle, parallelogram,
trapezoid, and rhombus. (M4GE-IIIc-17)
2 days

Day 10: Describes the different kinds of quadrilaterals:
square, rectangle, parallelogram, trapezoid, and
rhombus
Day 11: Identifies the different kinds of quadrilaterals:
square, rectangle, parallelogram, trapezoid, and
rhombus
40 Relates triangles to quadrilaterals (M4GE-IIId-18.1) 1 day
Day 12: Relates triangles to quadrilaterals
41 relates one quadrilateral to another quadrilateral (e.g.
square to rhombus). (M4GE-IIId-18.2)
3 days
Day 13: Relates one quadrilateral to another
quadrilateral: square to rhombus; square to rectangle
by using models or objects.
quadrilateral: parallelogram to trapezoid by using
models or objects.
quadrilateral: square to rhombus; square to
rectangle; parallelogram to trapezoid by using
properties of the quadrilaterals.
Content Standard: The learner demonstrates understanding of concepts of continuous and repeating patterns and number
sentences.
Performance Standard: The learner is able to identify the missing element in a pattern and number sentence.
42 Determines the missing term/s in a sequence of
numbers (odd numbers, even numbers, multiples of a
number, factors of a number, etc.) e.g., 3, 6, 9, __ 4, 8,
12, 16 (M4AL-IIIe-5)
3 days
Day 16: Determines the missing term/s in a sequence
of odd and even numbers
of multiples of a number
of factors of a number and other sequences

43 Finds the missing number in an equation involving
properties of operations. (e.g. (4+_) + 8 = 4 + (5 + __)
(M4AL-IIIe-13)
find the missing value in a number
sentence involving multiplication or division
of whole numbers. e.g., n x 7 = 56 56 ÷ n = 8
(G3, Q3)
Day 19: Finds the missing number in an equation
involving identity and zero property.
involving commutative.
involving associative property.
involving the distributive property of multiplication.
Content Standard: The learner demonstrates understanding of the concept of time, perimeter, area, and volume.
Performance Standard: The learner is able to apply the concepts of time, perimeter, area, and volume to mathematical problems
and real-life situations.
44 Finds the elapsed time in minutes and seconds.
(M4ME-IIIf-11)
1 day
Day 23: Finds the elapsed time in minutes and
seconds.
45 Estimates the duration of time in minutes. (M4ME-IIIf-
12)
1 day
Day 24: Estimates the duration of time in minutes
46 Solves problems involving elapsed time. (M4ME-IIIg-
13)
2 days
Day 25: Solves problems involving elapsed time using
counting methods
Day 26: Solves problems involving elapsed time using
subtraction with and without regrouping
47 Visualizes the perimeter of any given plane figure in
different situations. (M4ME-IIIg-48)
2 days
Day 27: Visualizes the perimeter of triangle and any
other kinds of triangles in different situations
Day 28: Visualizes the perimeter of quadrilaterals and
any given plane figure in different situations
48 Measures the perimeter of any given figure using
appropriate tools. (M4ME-IIIh-49)
2 days
Day 29: Measures the perimeter of any given figure
using centimeter and meter as a unit of measurement.

Day 30: Measures the perimeter of any given figure
using appropriate tools.
49 Finds the perimeter of triangles, squares, rectangles,
parallelograms, and trapezoids. (M4ME-IIIi-51)
3 days
Day 31: Finds the perimeter of triangles.
Day 32: Finds the perimeter of parallelogram: squares
and rectangles,
Day 33: Finds the perimeter of trapezoids
50 Solves routine and non-routine problems in real-life
situations involving perimeter of squares and
rectangles, triangles, parallelograms, and trapezoids.
3 days
Day 34: Solves routine and non-routine problems in
real-life situations involving the perimeter of triangles.
real-life situations involving perimeter of
parallelograms: squares and rectangles.
real-life situations involving perimeter of trapezoids.
51 Differentiates perimeter from area. (M4ME-IIIj-53) 1 day
Day 37: Identify and differentiates perimeter from
area.
52 Converts sq. cm to sq. m and vice versa. (M4ME-IIIj-
54)
3 days
Day 38: Converts sq. cm to sq. dm and vice versa
Day 39: Converts sq. dm to sq. m and vice versa
Day 40: Converts sq.c m to sq. m and vice versa

QUARTER 4
Content Standard: The learner demonstrates understanding of the concept of time, perimeter, area, and volume.
Performance Standard: The learner is able to apply the concepts of time, perimeter, area, and volume to mathematical problems
and real-life situations.
53 Finds the area of irregular figures made up of squares
and rectangles using sq. cm and sq. m. (M4ME-IVa-
55)
2 days
Day 1: Finds the area of irregular figures made up of
rectangles using sq. cm and sq. meter.
Day 2: Finds the area of irregular figures made up of
squares using sq. cm and sq. meter.
54 Finds the area of triangles, parallelograms and
trapezoids using sq. cm and sq. m. (M4ME-IVb-58)
3 days
Day 3: Finds the area of triangles, using sq. cm and sq.
m.
Day 4: Finds the area of parallelograms using sq. cm
and sq. m.
Day 5: Finds the area of trapezoids using sq. cm and
sq. m.
squares, rectangles, triangles, parallelograms, and
trapezoids. (M4ME-IVc-60)
5 days
involving squares.
involving rectangles.
involving parallelograms
involving triangles.
involving trapezoids.
56 Visualizes the volume of solid figures in different
situations using non-standard (e.g. marbles, etc.) and
standard units. (M4ME-IVd-62)
2 days

Math DBOW.pdf

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Math DBOW.pdf

Similar to Math DBOW.pdf (20)

Recently uploaded

Recently uploaded (20)

Math DBOW.pdf