Math

Math - Kindergarten
IB
Strand
Conceptual
Understanding
/ Content
Standard
Number
Numbers are a naming
system.
Numbers can be used in many
ways for different purposes in
the real world.
Numbers are connected to
each other through a variety
of relationships
Making connections between
our experiences with number
can help us to develop
number sense.
The base 10 place value
system is used to represent
numbers and number
relationships.
Fractions are ways of
representing wholepart
relationships.
The operations of addition,
subtraction, multiplication
and division are related to
each other and are used to
process information to solve
problems.
Number operations can be
modelled in a variety of ways.
There are many mental
methods that can be applied
for exact and approximate
Dep Ed
Numbers and number sense

Counting moves through a
sequence that uses one and
only one number name for
each number counted.
Sense of quantity and
numeral relations: addition
results in in increase and
subtraction results in
decrease.
DIS
Numbers and number system
computations.
Learning
Outcomes
Number
Connect number names and
numerals to the quantities
they represent
Count to determine the
number of objects in a set
Use number words and
numerals to represent
quantities in real-life
situations
Use the language of
mathematics to compare
quantities in real-life
situations, for example, more,
less, first, second
Subitize in real-life situations
Use simple fraction names in
real-life situations
Counting
Count forward and backward
from memory up to 10
Recognize and identify
numeral
0 to 10
Read and write numeral 0 to
10
Match numerals to a set of
concrete objects from 0 to 10
Identify the number that
comes before, after or inbetween
Arrange three numbers from
least to greatest/ greatest to
least
Count and tell how many
objects there are in a given
set
Compare two groups of
objects to decide which is
more or less, or if they are
equal
Identify sets with one more or
one less element
Tell the number of days in a
week
Identify ordinal positions
through 10th
Numbers and the number

system
Recite numbers in order
(forwards from 1 to 50,
backwards from 20 to 0).
Read and write numerals from
0 to 20.
Count objects up to 20,
recognising conservation of
number.
Count on in tens from zero or
a single-digit number to 50 or
just over.
Count on in twos, beginning
to recognise odd/even
numbers to 20 as every other
number.
Begin partitioning two-digit
numbers into tens and ones
and reverse.
Within the range 0 to 30, say
the number that is 1 or 10
more or less than any given
number.
Use more or less to compare
two numbers, and give a
number which lies between
them.
Order numbers to at least 20
positioning on a number
track; use ordinal numbers.
Use the = sign to represent
equality.
Give a sensible estimate of
some objects that can be
checked by counting, e.g. to
30.
Find halves of small numbers
Number and Algebraic Thinking

Match objects/pictures using
one-to-one correspondence
Recognize the words put
together, add to. and in
all, that indicate the act of
adding whole numbers
Recognizes the words take
away, less. and are left,
that indicate the act of
subtracting whole numbers
Represent the concept of
addition by combining
elements of two sets using
concrete objects
Represent the concept of
subtraction
and shapes by folding, and

recognise which shapes are
halved.
Mental strategies
Know all number pairs to 10
and record the related
addition/subtraction facts.
Begin to know number pairs
to 6, 7, 8, 9 and 10.
Add more than two small
numbers, spotting pairs to 10,
e.g. 4 + 3 + 6 = 10 + 3.
Begin using pairs to 10 to
bridge 10 when
adding/subtracting, e.g. 8 +
3, add 2, then 1.
Know doubles to at least
double 5.
Find near doubles using
doubles already known, e.g. 5
+ 6.
Begin to recognise multiples
of 2 and 10.
Addition and subtraction
Understand addition as
counting on and combining
two sets; record related
addition sentences.
Understand subtraction as
counting back and take
away; record related
subtraction sentences.
Understand difference as how
many more to make?
Add/subtract a single-digit
number by counting on/back.
Find two more or less than a
number to 20, recording the
jumps on a number line.
Relate counting on and back
by crossing out/taking away

element from a set using
concrete objects
Use manipulative to explore
the concept of addition and
subtraction with sums and
differences between 0 and 10
Add quantities up to 10 using
concrete objects
Subtract quantities up to 10
using concrete objects
Use concrete objects to
determine answers to addition
and subtraction problems
listened to
Solve number stories read by
the teacher involving addition
and subtraction up to
quantities of 10
Match addition and
subtraction expressions with
concrete representations
Write addition and subtraction
expressions and equation with
concrete representations
Recognize situations that
require addition and
subtraction
Group and count sets of equal
quantity using concrete
objects up to 10 (beginning
multiplication)
Separate objects into groups
of equal quantity using
concrete objects up to 10
(beginning division)
Recognize that a whole can
be divided into parts and that
parts, as half and/or fourth
in tens to finding 10 more/less

than a number (< 50).
Begin to use the +, and =
signs to record calculations in
number sentences.
Understand that changing the
order of addition does not
change the total.
Add a pair of numbers by
putting the larger number first
and counting on.
Recognise the use of a sign
such as to represent an
unknown, e.g. 6 + = 10.
Begin to add single- and twodigit numbers.
with the right equal parts can

comprise a whole MKAT-00-17
18. Represent a half and a
fourth by dividing a whole
object into 2 and 4 equal
parts, respectively
Multiplication and division
Double any single-digit
number.
Find halves of even numbers
of objects up to 10.
Try to share numbers to 10 to
find which are even and which
are odd.
Share objects into two equal
groups in a context.
Problem Solving
Use techniques and skills in

solving mathematical
problems
Choose appropriate
strategies to carry out
calculations, explaining
working out.
Explore number problems
and puzzles.
Find many combinations,
e.g. combinations of three
pieces of different coloured
clothing.
Decide to add or subtract
to solve a simple word
problem (oral), and
represent it with objects.
Check the answer to an
addition by adding the
numbers in a different
Strand
Shape and space
Sorting and classifying
Conceptual
Understanding
/ Content
Standard
Shapes can be described and

organized according to their
properties.
Objects in our immediate
environment have a position
in space that can be
described according to a point
of reference.
Characteristics of objects
and/or pictures can be
sensibly organized by
grouping or sequencing.
order.
Check the answer to a
subtraction by adding the
answer to the smaller
number in the question.
Describe and continue
patterns such as count on
and back in tens, e.g. 50,
40, 30.
Identify simple
relationships between
numbers and shapes, e.g.
this number is ten bigger
than that
Geometry
Learning
Outcomes
Shape and space

Sort, describe and compare
2D & 3D shapes
Describe position and

direction, for example, inside,
outside, above, below, next
to, behind, in front of, up,
down
Explore and describe the
paths, regions and boundaries

Recognize simple shapes in
the environment
Identify two-dimensional
shapes
o square
o circle
o triangle
o rectangle
Identify three dimensional
shapes:
o sphere
o cube
o cylinder
Describe objects according to
shape, size, its use/function
Group objects that are alike
Sort and classify objects by
more than one factor (such as
shape and color, or size and
shape, etc)
Compare objects
o small, smaller
o big, bigger
o long, longer
o wide, wider
o high, higher
o heavier, lighter
Copy, make and continue
patterns
Shapes and geometric

reasoning
Name and sort common 2D
shapes (e.g. circles, squares,
rectangles and triangles)
using features such as
number of sides, curved or
straight. Use them to make
patterns and models.
Name and sort common 3D
shapes (e.g. cube, cuboid,
cylinder, cone and sphere)
using features such as
number of faces, flat or
curved faces. Use them to
make patterns and models.
Recognise basic line
symmetry.
Position and movement

Use everyday language of
direction and distance to
describe movement of
objects.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
of their immediate
environment (inside, outside,
above, below) and their
position (next to, behind, in
front of, up, down)
Measurement
Measurement involves
comparing objects and
events.
Objects have attributes that
can be measured using nonstandard units.
Events can be ordered and
sequenced.
Measurement
Concepts of size, length ,

weight and time can be
determined using arbitrary
measuring tools/means
including our own schedule.
Identify, compare and

describe attributes of real
objects, for example, longer,
shorter, heavier, empty, full,
hotter, colder
Compare the length, mass
and capacity of objects using
non- standard units identify,
describe and sequence events
in their daily routine, for
example, before, after,
bedtime, storytime, today,
tomorrow.
Use non-standard units of
measurement to solve
problems in real-life situations
involving length, mass and
capacity
Describe observations about

events and objects in real-life
Use non-standard measuring

tools such as feet, hand, piece
of string, etc. to measure
o size
o length
o capacity
o mass
Compare objects based on
their size, length, weight,
mass:
o big/little
o longer/shorter
o heavier/lighter
Tell the time of day when

activities are being done, E.g.
Measure
Length, mass and capacity

Compare lengths and weights
by direct comparison, then by
using uniform non-standard
units.
Estimate and compare
capacities by direct
comparison, then by using
uniform non-standard units.
Use comparative language,
e.g. longer, shorter, heavier,
lighter.
Time
Begin to understand and use
some units of time, e.g.
situations
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Strand
Conceptual
morning, afternoon, night

time
Compare time intervals by
determining which activities
take a longer or shorter time
Recognize and identify coins

and bills up to PhP20 (pesos
and centavos)
Data Handling
We collect information to
make sense of the world
around us.
Organizing objects and events
helps us to solve problems.
Events in daily life involve
chance.
Represent information
through pictographs and tally
marks sort and label real
objects by attributes.
Create pictographs and tally
marks
Create living graphs using
real objects and people
Describe real objects and
events by attributes
Data Analysis and Probability

By organizing and interpreting
data, we can make sense of
information available to us.
Collect data on one variable

(e.g. sex or boys and girls)
through observation and
asking a question
Organize data into
pictographs
Interpret pictographs
Draws inferences based on
data presented
Tell possible outcomes of a
given event, E.g. weather
could be sunny, cloudy, rainy
or stormy; passing and failing;
winning or losing
Pattern and function

Patterns and sequences occur

Characteristics of objects
minutes, hours, days, weeks,

months and years.
Read the time to the hour
(oclock) and know key times
of day to the nearest hour.
Order the days of the week
and other familiar events.
Money
Recognise all coins and work
out how to pay an exact sum
using smaller coins.
Handling Data
Organising, categorising and

representing data
Answer a question by sorting
and organising data or objects
in a variety of ways,
e.g. using block graphs
and pictograms with
practical resources;
discussing the results
in lists and tables with
practical resources;
discussing the results in
Venn or Carroll
diagrams giving
different criteria for
grouping the same
objects
Understanding
/ Content
Standard
Learning
Outcomes
in everyday situations.
Patterns repeat and grow.
Describe patterns in various
ways, for example, using
words, drawings, symbols,
materials, actions, numbers
Extend and create patterns
and/or pictures can be

sensibly organized by
grouping or sequencing.
Copy, make and continue

patterns
Describe patterns in various

ways, for example, using
words, drawings, symbols,
materials, actions, numbers
Extend and create patterns
Math Grade 1
IB
Strand
Conceptual
Understanding
/ Content
Standard
Number
system.
the real world.
of relationships
number sense.
numbers and number
relationships.
Dep Ed

Demonstrate understanding
of whole numbers up to 100,
ordinal numbers up to 10th,
money up to Php100 and
fractions and
of addition and subtraction of
whole numbers up to 200
including money
of fractions and
DIS
Learning
Outcomes
relationships.
problems.
computations.
Number
Read and write whole
numbers up to hundreds or
beyond
Read, write, compare and
order cardinal and ordinal
numbers
Use whole numbers up to
hundreds or beyond in reallife situations
Use cardinal and ordinal
numbers in real-life situations
Use fractions in real-life
situations
Counting
Visualize and represent
numbers from 0 to 100 using
a variety of materials
Count the number of objects
in a given set by ones and
tens
Identify the number that is
one more or one less from a
given number
Compose and decompose a
given number
Regroup sets of ones into sets
of tens into hundreds using
objects
Visualize, represent and
compare two sets using the
expressions less than,
more than, and as many
as.
Visualize, represent and order
sets from least to greatest
and vice versa
Visualize and count by 2s, 5s,
10s, through 100

system
Count, read and write
numbers to at least 100 and
back again.
Count up to 100 objects, e.g.
beads on a bead bar.
Count on in ones and tens
from single- and two-digit
numbers and back again.
Count in twos, fives and tens,
and use grouping in twos,
fives, or tens to count larger
groups of objects.
Begin to count on in small
constant steps such as threes
and fours.
Know what each digit
represents in two-digit
numbers; partition into tens
and ones.
Find 1 or 10 more/less than
any two-digit number.
Round two-digit numbers to
Describe mental and written

strategies for adding and
subtracting two-digit numbers
Read and write numbers up to

100 in symbols and in words
Visualize and gives the place
value and value of a digit in
one- and two- digit numbers
Rename numbers into tens
and ones
compare numbers up to 100
using relation symbols
Visualize, represent and order
number up to 100 in
increasing or decreasing order
Identify the 1st, 2nd, 3rd, up to
10th object in a given set from
a given point of reference
Read and write ordinal
numbers: 1st, 2nd, 3rd, up to
10th
the nearest multiple of 10.

Say a number between any
given neighboring pairs of
multiples of10, e.g. 40 and
50.
Place a two-digit number on a
number line marked off in
multiples of ten.
Recognise and use ordinal
numbers up to at least the
10th number and beyond
Order numbers to 100;
compare two numbers using
the > and < signs.
Give a sensible estimate of up
to 100 objects, e.g. choosing
from 10, 20, 50 or 100.
Understand even and odd
numbers and recognize these
up to at least 20.
Sort numbers, e.g. odd/even,
multiples of 2, 5 and 10.
Recognize that we write one
half , one quarter and
three quarters .
Recognize that 2/2 or 4/4
make a whole and and 2/4
are equivalent.
Recognize which shapes are
divided in halves or quarters
and which are not.
Find halves and quarters of
shapes and small numbers of
objects
Mental strategies
Relate counting on/back in
tens to finding 10 more/less
Use mental and written

strategies for addition and
subtraction of two-digit
numbers or beyond in real-life
situations
Use fast recall of addition and

subtraction number facts in

Illustrate addition as putting
together or combining or
joining sets
Visualize and add two onedigit numbers with sums up to
18 using the order and zero
properties of addition
than any two-digit number

and then to adding and
subtracting other multiples of
10, e.g. 75 30.
equality, e.g. 16 + 4 = 17 +
3.
Add four or five small
numbers together.
Recognize the use of a
symbol such as or
a to
represent an unknown, e.g.
+
= 10
Solve number sentences such
as 27 + = 30
Add and subtract a single
digit to and from a two-digit
number.
Add pairs of two-digit
numbers.
Find a small difference
between pairs of two-digit
numbers.
Understand that addition can
be done in any order, but
subtraction cannot.
both difference and take
away.
Understand addition as
counting on and combining
two sets; record related
addition sentences.
counting back and take
away; record related
Add two one-digit number

using appropriate mental
techniques
Visualize and add three onedigit numbers using the
grouping property of addition
Visualize and add two to three
one-digit numbers
horizontally and vertically
Use expanded form to explain
the meaning of addition with
regrouping
Visualize and add numbers
with sums through 99 without
or with regrouping
Add mentally two to three
one-digit numbers with sums
up to 18 using appropriate
strategies
Visualize and solve one-step
routine and non-routine
problems involving addition of
whole numbers including
money with sums up to 99
using appropriate problem
solving strategies
Create situations involving
addition of whole numbers
including money
Illustrates subtraction as
taking away o comparing
elements of sets
Illustrates that addition and
subtraction are inverse
operations
Visualize, represent, and
subtract one-digit numbers
with minuends through 18
(basic facts)
subtraction sentences.
Understand difference as how
many more to make?
Add/subtract a single-digit
number by counting on/back.
Find two more or less than a
number to 20, recording the
jumps on a number line.
Relate counting on and back
in tens to finding 10 more/less
than a number (< 50).
Begin to use the +, and =
signs to record calculations in
number sentences.
Understand that changing the
order of addition does not
change the total.
Add a pair of numbers by
putting the larger number first
and counting on.
Recognise the use of a sign
such as to represent an
unknown, e.g. 6 + = 10.
Begin to add single- and twodigit numbers.

subtract one- to two-digit
numbers with minuends up to
99 without regrouping
Use the expanded form to
explain subtraction with
regrouping
subtract one- to two-digit
numbers with regrouping
Subtract mentally one-digit
numbers from two-digit
minuends without regrouping
using appropriate strategies
Visualize, represent and solve
routine problems involving
subtraction of whole numbers
including money with
minuends up to 99 with and
without regrouping using
appropriate problem solving
strategies and tools
Creates situations involving
subtraction of whole number
including money
Count groups of equal
quantity using concrete
objects up to 50 and write an
equivalent expression
separate objects into groups
of equal quantity using
concrete objects up to 50
Visualize and identify and
of a whole object
divide a whole into halves and
fourths

Double any single-digit
number.
Find halves of even numbers
of objects up to 10.
Try to share numbers to 10 to
find which are even and which
are odd.
Share objects into two equal
groups in a context.
Select and appropriate

method for solving a problem,
for example, mental
estimation, mental or written
strategies, or by using a
calculator
Use strategies to evaluate
reasonableness of answers
Visualize and dive the

elements of sets into two
groups of equal quantities to
show halves
divide the elements of sets
into four groups of equal
quantities to show fourths
Visualize and draw the whole
region or set given its
and/or
Problem Solving
Choose appropriate mental
calculations and explain how
they worked out the answer.
Explain methods and
reasoning orally.
Explore number problems and
puzzles.
Make sense of simple word
problems (single and easy
two-step), decide what
operations (addition or
subtraction, simple
multiplication or division) are
needed to solve them and,
with help, represent them,
with objects or drawings or on
a number line. Make up a
number story to go with a
calculation, including in the
context of money.
Check the answer to an
addition by adding the
numbers in a different order
Strand
Shape and space
Geometry
Conceptual
Understanding
/ Content
Standard
Shapes are classified and

named according to their
properties
Some shapes are made up of
parts that repeat in some way
Specific vocabulary can be
used to describe an objects
position in space
of 2D and 3D figures
or by using a different
strategy, e.g. 35 + 19 by
adding 20 to 35 and
subtracting 1, and by adding
30 + 10 and 5 + 9.
Check a subtraction by adding
the answer to the smaller
number in the original
subtraction.
patterns which count on in
twos, threes, fours or fives to
30 or more.
Identify simple relationships
between numbers and
shapes, e.g. this number is
double...; these shapes all
have ... sides.
Make a sensible estimate for
the answer to a calculation.
Consider whether an answer
is reasonable.
Geometry
Learning
Outcomes
Strand
Shape and space

Sort, describe and label 2D
and 3D shapes
Analyse and describe the
relationships between 2D and
3D shapes
Analyse and use what they
know about 3D shapes to
describe and work with 2D
shapes
Recognize and explain simple
symmetrical designs in the
environment
Apply knowledge of symmetry
to problem-solving situations
Create and describe
symmetrical and tessellating
patterns
Identify lines of reflective
symmetry
Represent ideas about the
real world using geometric
vocabulary and symbols, for
example, through oral
description, drawing,
modelling, labelling
Interpret and create simple

directions, describing paths,
regions, positions and
boundaries of their immediate
environment.
Measurement
Geometry
Identify, name and describe
the four basic shapes (square,
rectangle, triangle and circle)
in 2D (flat/plane) 3D (solid)
objects
Compare and classify 2D
(flat/plane) and 3D (solid)
figures according to common
attributes
Draw the four basic shapes
Construct three dimensional
objects (solid) using
manipulative materials

reasoning
Sort, name, describe,
visualize and draw 2D shapes
(e.g. squares, rectangles,
circles, regular and irregular
pentagons and hexagons)
referring to their properties;
recognise common 2D shapes
in different positions and
orientations.
Sort, name, describe and
make 3D shapes (e.g. cubes,
cuboids, cones, cylinders,
spheres and pyramids)
referring to their properties;
recognise 2D drawings of 3D
shapes.
Identify reflective symmetry
in patterns and 2D shapes;
draw lines of symmetry.
Find examples of 2D and 3D
shape and symmetry in the
environment.

Follow and give instructions
involving position, direction,
and movement.
Recognise whole, half and
quarter turns, both clockwise
and anti-clockwise.
Recognise that a right angle is
a quarter turn.
Measurement
Measure
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
events.
sequenced.
Estimate and measure objects
using non-standard and
standard units of
measurement: length, mass,
capacity, money and
temperature
Use standard units of
involving length, mass,
capacity, money and
temperature

lengths of time: second,
minute, hour, day, week and
month
Read and write the time to
the hour, half hour and
quarter hour
Use measures of time to
assist with problem solving in
real-life situations.
of time and non-standard
units of length, mass and
capacity
Compare objects using

comparative words: short,
shorter, shortest; long, longer,
longest; heavy, heavier,
heaviest; light, lighter,
lightest
Estimate and measures
length using non-standard
units of linear measures
Estimate and measure mass
using non-standard units of
mass measure
Estimate and measure
capacity using non-standard
unit
Tell the day in a week; months
in a year in the right order
Determine the day or the
month using a calendar
Tell and write time by hour,
half-hour and quarter-hour
using analog clock
Solve problems involving time
(days in a week, months in a
year, hour, half-hour and
quarter-hour)

Estimate, measure and
compare lengths, weights and
capacities, choosing and
using suitable uniform nonstandard and standard units
and appropriate measuring
instruments.
Compare lengths, weights,
and capacities using the
standard units: centimetre,
metre, 100 g, kilogram, and
litre.
Time
Know the units of time
(seconds, minutes, hours,
days, weeks, months and
years).
Know the relationships
between consecutive units of
time.
Read the time to the half hour
on digital and analogue
clocks.
Measure activities using
seconds and minutes.
Know and order the days of
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Data Handling
Information can be expressed
as organized and structured
data.
Objects and events can be
organized in different ways.
Some events in daily life are
more likely to happen than
others.
Recognize and compare coins

and bills up to Php100 and
their notations
Statistics and Probability

of pictographs without scales
and outcomes of an event
using the terms likely and
unlikely to happen
the week and the months of

the year.
Money
Recognise all coins and notes.
Use money notation.
Find totals and the coins and
notes required to pay a given
amount; work out change.
Handling Data

representing data
Collect and represent data in

different types of graphs, for
example, tally marks, bar
graphs
Represent the relationship
between objects in sets using
tree, Venn and Carroll
diagrams
Express the chance of an
event happening using words
or phrases (impossible, less
likely, maybe, most likely,
certain)
objects by attributes
Collect, display and interpret
data for the purpose of

through simple interview
Sort, classify, organize data in
tabular form and present this
into a pictograph without
scales
Infer and interpret data
presented in a pictograph
without scales
Solve routine and non-routine
problems using data
presented in pictograph
without scales
Tell whether an event is likely
or unlikely to happen
Describe events in real-life
situations using phrases
likely or unlikely to
happen
Answer a question by collecting and

recording data in lists and tables, and
representing it as block graphs and
pictograms to show results.
Use Carroll and Venn diagrams to
sort numbers or objects using one
criterion; begin to sort numbers and
objects using two criteria; explain
choices using appropriate language,
including not.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
answering questions
Create a pictograph and
sample bar graph of real
objects and interpret data by
comparing quantities (for
example, more, fewer, less
than, greater than)
Use tree, Venn and Carroll
diagrams to explore
relationships between data
Identify and describe chance
in daily events (impossible,
less likely, maybe, most likely,
certain)
Whole numbers exhibit
patterns and relationships
that can be observed and
described.
Patterns can be represented
using numbers and other
symbols.
Represent patterns in a
variety of ways, for example,
using words, drawings,
symbols, materials, actions,
numbers
Describe number patterns, for
example, odd and even
numbers, skip counting
Extend and create patterns in
numbers, for example, odd
and even numbers, skip
counting
Use number patterns to
represent and understand
Use the properties and
relationships of addition and
Patterns and Algebra

of continuous and repeating
patterns and mathematical
sentences
Determine the missing term/s

in a given continuous pattern
using one attribute
(letters/numbers/events)
in a given repeating pattern
using one attribute (letter,
numbers, colors, figures,
sizes, etc)
Construct equivalent number
expression using addition and
subtraction
Identify and create patterns to
compose and decompose
using addition
Visualize and finds the
missing number in an addition
numbers
counting
subtraction to solve problems
or subtraction sentence using

a variety of ways
Math Grade 2
IB
Strand
Conceptual
Understanding
/ Content
Standard
Number
system.
the real world.
of relationships
number sense.
numbers and number
relationships.
relationships.
problems.
Dep Ed

of whole numbers up to 1000,
ordinal numbers up to 20th,
money up to Php100
of addition of whole numbers
up to 1000 including money
of subtraction and
multiplication of whole
numbers up to 1000 including
money
of division of whole numbers
up to 1000 including money
of unit fractions
DIS
Learning
Outcomes

computations.
Number
Read and write whole
numbers up to hundreds or
beyond
order cardinal and ordinal
numbers
hundreds or beyond in reallife situations
Use cardinal and ordinal
numbers in real-life situations
Use fractions in real-life
situations
Number and number sense

numbers from 0-1000 with
emphasis on numbers 1001000 using a variety of
materials
Group objects in ones, tens,
and hundreds
Give the place value and find
the value of a digit in threedigit numbers
Visualize and count numbers
by 10s, 50s, and 100s
Read and writes numbers up
to 1000 in symbols and in
words
Visualize and write three-digit
numbers in expanded form
Visualize and compare
numbers up to 1000 using
relation symbols
Visualize and order number
up to 1000 in increasing or
decreasing order
Identify the 1st through the
20th with the emphasis on 11th
to 20th object in a given set
from a given point of
reference
numbers from 1st through the
20th
Identify and use the pattern of

system
Recite numbers 100 to 200
and beyond.
Read and write numbers to at
least 1000.
Count on and back in ones,
tens and hundreds from twoand three- digit numbers.
Count on and back in steps of
2, 3, 4 and 5 to at least 50.
Visualize and count numbers
by 10s, 50s and 100s.
Visualize and identifies the
1st through the 20th object of
a given set from a given point
of reference.
numbers from 1st through the
20th.
Identify and use the pattern of
naming ordinal numbers from
1st to the 20th.
Understand what each digit
represents in three-digit
numbers and partition into
hundreds, tens and units.
Find 1, 10, 100 more/less than
two- and three-digit numbers.
Multiply two-digit numbers by
10 and understand the effect.
Round two-digit numbers to
naming the ordinal number

from 1st to the 20th
Visualize similar fractions
using group of objects and
number line
Read and write similar
fractions
Compare similar fractions
Arrange similar fractions in
the nearest 10 and round

three-digit numbers to the
nearest 100.
Place a three-digit number on
a number line marked off in
multiples of 100.
Place a three-digit number on
a number line marked off in
multiples of 10.
Compare three-digit numbers,
use < and > signs, and find a
number in between.
Order two- and three-digit
numbers.
Give a sensible estimate of a
number as a range (e.g. 30 to
50) by grouping in tens
Find half of odd and even
numbers to 40, using notation
such as 13 .
Understand and use fraction
notation recognising that
fractions are several parts of
one whole, e.g. is three
quarters and 2/3 is two thirds.
Recognize equivalence
between , 2/4, 4/8 and 5/10
using diagrams.
Recognise simple mixed
fractions, e.g. 1 and 2 .
Order simple or mixed
fractions on a number line,
e.g. using the knowledge that
comes half way between
and and that 1 comes
half way between 1 and 2.
Begin to relate finding

strategies for adding and
subtracting two-digit numbers
strategies for addition and
subtraction of two-digit
numbers or beyond in real-life
situations
Use fast recall of addition and

subtraction number facts in
Add mentally 1- to 2-digit

numbers with sums up to 50
Add mentally 3-digit numbers
and 1-digit numbers using
appropriate strategies
Add mentally three-digit
numbers and tens (multiples
of 10 up to 90) using
Add mentally 3-digit numbers
and hundreds (multiples of
100 up to 900) using
Subtract mentally 1-digit
numbers 1- to 3-digit
numbers without regrouping
Subtract mentally 3-digit
numbers by tens and by
hundred without regrouping
Perform order of operations
involving addition and
subtraction of small numbers
Multiplies mentally 2, 3, 4, 5
and 10 using appropriate
strategies

Illustrate the properties of
addition (commutative,
associative, identity) and
fractions to division.
Find halves, thirds, quarters
and tenths of shapes and
numbers (whole number
answers)
Mental strategies
Know addition and subtraction
facts for all numbers to 20.
Know the following addition
and subtraction facts:
multiples of 100 with a
total of 1000
multiples of 5 with a
total of 100
Know multiplication/division
facts for 2, 3, 5, and 10
tables.
Begin to know 4 table.
Recognize two- and threedigit multiples of 2, 5 and 10.
Work out quickly the doubles
of numbers 1 to 20 and derive
the related halves.
of multiples of 5 (< 100) and
derive the related halves.
of multiples of 50 to 500.

Add and subtract 10 and
multiples of 10 to and from
apply each in appropriate and

relevant situations
Visualize, represent and add
2-digit by 3-digit numbers
with sums up to 1000 without
with regrouping
Visualize, represent and adds
and with regrouping
subtract 2- to 3-digit numbers
with minuends up to 999
without and with regrouping

Illustrate multiplication as
repeated addition using
two- and three-digit numbers.

Add 100 and multiples of 100
to three-digit numbers.
equality, e.g. 75 + 25 = 95 +
5.
Add several small numbers.
Find complements to 100,
solving number equations
such as 78 +
= 100.
Use the following properties
of addition in computing for
sums of up to 1000:
zero/identity property of
addition, commutative
property of addition,
associative property of
addition.
Add and subtract pairs of twodigit numbers.
Add three-digit and two-digit
numbers using notes to
support.
Re-order an addition to help
with the calculation, e.g. 41 +
54, by adding 40 to 54, then
1.
Add/subtract single-digit
numbers to/from three-digit
numbers.
Find 20, 30, 90, 100, 200,
300 more/less than three-digit
numbers.

Illustrate multiplication as
repeated addition arrays,
groups of equal
quantities
o arrays
o counting by multiples
o equal jumps on the
number line
Write a related equation for
each type of multiplication:
repeated addition, array,
counting by multiples, and
equal jumps on the number
line
Illustrate the property of
multiplication that zero
multiplied by any number is
zero
Illustrate the commutative
property of multiplication
Visualize multiplication of
numbers 1 to 10 by 2,3,4,5
and 10
division as equal sharing,
repeated subtraction, equal
jumps on the number line and
using formation of equal
groups of objects
Create and write 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
Visualize division of numbers
up to 100 by 2,3,4,5, and 10
(multiplication table of 2, 3, 4,
5 and 10)
Divide mentally numbers by
o

line.
Write a related equation for
each type of multiplication:
repeated addition, array,
line.
multiplication that any
number multiplied by one (1)
is the same number.
multiplication that zero
multiplied by any number is
zero.
Illustrate the commutative
property of multiplication.
Understand the relationship
between halving and
doubling.
Understand the effect of
multiplying two-digit numbers
by 10.
Multiply single-digit numbers
and divide two-digit numbers
by 2, 3, 4, 5, 6, 9 and 10.
Multiply teens numbers by 3
and 5.
Begin to divide two-digit
numbers just beyond 10
tables, e.g. 60 5, 33 3.
Understand that division can
leave a remainder (initially as
some left over).
Understand and apply the
2,3,4,5 and 10 using

(multiplication table 2,3,4, 5
and 10)
Illustrate that multiplication
and division are inverse
operations
idea that multiplication is

commutative.
Understand the relationship
between multiplication and
division and write connected
facts.
Select and appropriate

method for solving a problem,
for example, mental
estimation, mental or written
strategies, or by using a
calculator
Use strategies to evaluate

solving strategies and tools
Create problems involving
including money
problems involving
minuends up to 1000 using
including money
Solve multi-step routine and
non-routine problems
subtraction of 2- and 3-digit
numbers including money
Create word problems
including money
Problem Solving
Choose appropriate mental
calculations.
Begin to understand everyday
systems of measurement in
length, weight, capacity and
time and use these to make
measurements as
appropriate.
Make sense of and solve word
problems, single (all four
operations) and two-step
(addition and subtraction),
and begin to represent them,
e.g. with drawings or on a
number line.
Check the results of adding
two numbers using
subtraction, and several
numbers by adding in a
different order.
Check subtraction by adding
calculation.
Check multiplication by
reversing the order, e.g.

problems involving
multiplication and addition or
including money using
multiplication only and
multiplication with addition or
reasonable answers
problems involving division of
numbers by 2,3,4,5 and 20
with any of the other
operations of whole numbers
Create word problems
involving division of whole
checking that 6 4 = 24 by
doing 4 6.
Check a division using
multiplication, e.g. check 12
4 = 3 by doing 4 3.
Recognise the relationships
between different 2D shapes.
Identify the differences and
similarities between different
3D shapes.
Estimate and approximate
when calculating, and check
working.
Make a sensible estimate for
the answer to a calculation,
e.g. using rounding.
is reasonable.
Make up a number story to go
with a calculation, including in
the context of money.
Explain a choice of calculation
strategy and show how the
answer was worked out.
Explore and solve number
problems and puzzles, e.g.
logic problems.
Use ordered lists and tables to
help to solve problems
systematically.
patterns which count on or
back in steps of 2, 3, 4, 5, 10,
or 100.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Shape and space
Shapes are classified and

named according to their
properties
Some shapes are made up of
parts that repeat in some way
Specific vocabulary can be
used to describe an objects
position in space
Shape and space
Sort, describe and label 2D
and 3D shapes
Analyse and describe the
relationships between 2D and
3D shapes
Analyse and use what they
know about 3D shapes to
describe and work with 2D
Geometry
of straight and curved lines,
flat and curved surfaces,
basic shapes, symmetry in a
line and tessellations using
triangles and squares
Geometry
Visualize, identify, classify and
describe half circles and
quarter circles
Construct squares, rectangles,
triangles, circles, half-circles
and quarter circles using cutouts and square grids
Identify shapes/figures that
between numbers, e.g. each

number is three more than
the number before it.
between shapes, e.g. these
shapes all have the same
number of lines of symmetry.
Investigate a simple general
statement by finding
examples which do or do not
satisfy it, e.g. when adding 10
to a number, the first digit
remains the same.
Explain methods and
reasoning orally, including
initial thoughts about possible
answers to a problem.
Geometry

reasoning
Identify, describe and draw
regular and irregular 2D
shapes including pentagons,
hexagons, octagons and semicircles.
Classify 2D shapes according
to the number of sides,
shapes
Recognize and explain simple
symmetrical designs in the
environment
Apply knowledge of symmetry
to problem-solving situations
Create and describe
symmetrical and tessellating
patterns
Identify lines of reflective
symmetry
Represent ideas about the
real world using geometric
vocabulary and symbols, for
example, through oral
description, drawing,
modelling, labelling
show symmetry in a line

Identify and draw the line of
symmetry in a given
symmetrical figure
Create figures that show
symmetry in a line
Recognize shapes that can
tessellate
Tessellate a surface using
triangles and squares
Identify straight lines and
curves, flat and curved
surfaces in a 3-dimensional
object
Explain the differences
between straight lines and
curved lines, flat surfaces and
curved surfaces. This is not
reflected in the performance
standards
vertices and right angles.

Identify, describe and make
3D shapes including pyramids
and prisms; investigate which
nets will make a cube.
Classify 3D shapes according
to the number and shape of
faces, number of vertices and
edges.
Draw and complete 2D
shapes with reflective
symmetry and draw
reflections of shapes (mirror
line along one side).
Relate 2D shapes and 3D
solids to drawings of them.
Identify 2D and 3D shapes,
lines of symmetry and right
angles in the environment.
Identify right angles in 2D
shapes.
Recognize shapes that can
tessellate.
Tessellate a surface using
triangles and squares.
Illustrate area as a measure of
how much surface is covered
or occupied by plane figure.
Show the area of a given
figure using square tile units,
i.e. number of square tiles
needed.
Estimate the area of a given
figure using any shape.
Find the area of a given figure
using square tile units i.e.
number of square tiles
needed.

Use the language of position,
direction, and movement,
including clockwise and anticlockwise.
Find and describe the position
of a square on a grid of
squares where the rows and
columns are labelled.
Use a set square to draw right
angles.
Compare angles with a right
angle and recognize that a
straight line is equivalent to
two right angles.
Interpret and create simple

directions, describing paths,
regions, positions and
boundaries of their immediate
environment.
Strand
Measurement
Measurement
Conceptual
Understanding
/ Content
Standard
events.
sequenced.
of time, standard measures of
length, mass and capacity
and area using square-tile
units
Estimate and measure objects

standard units of
Show and use the appropriate

unit of length and their
abbreviation cm and m to
Learning
Outcomes
Measure

Choose and use appropriate
units and equipment to
estimate, measure, and
measurement: length, mass,

capacity, money and
temperature
involving length, mass,
capacity, money and
temperature
measure a particular object

Compare length in meters or
centimeters
Measure object using
appropriate measuring tools
in m or cm
Estimate and measure length
using meter or centimeter
problems involving length
Show and uses the
appropriate unit of weight and
their abbreviations g and kg
to measure a particular object
Compare mass in grams or
kilograms
Measure objects using
appropriate measuring units
in g or kg
Estimate and measure mass
using gram or kilogram
problems involving mass
Measure objects using
appropriate measuring tools
in ml or L
Illustrate area as a measure
of how much surface is
covered or occupied by a
plane figure.
Find the area of a given figure
using square-tile units i.e.
number of square-tiles
needed
Estimate the area of a given
figure using any shape.
record measurements.
Know the relationship
between kilometres and
metres, metres and
centimetres, kilograms and
grams, litres and millilitres.
Read to the nearest division
or half division, use scales
that are numbered or partially
numbered.
Use a ruler to draw and
measure lines to the nearest
centimetre.
Solve word problems involving
measures.

lengths of time: second,
minute, hour, day, week and
month
Read and write the time to
the hour, half hour and
quarter hour
Use measures of time to
assist with problem solving in
real-life situations.

problems involving any figure
using square tiles
Tell and write time in minutes
including a.m. and p.m. using
analog and digital clocks
Visualize and find the elapsed
time in days
Visualize, represent and solve
problems involving time
(minutes including am and
pm and elapsed time in days)
Read and write money in

symbols and in words through
Php100
Count 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)
Compare values of different
denominations of coins and
paper bills through Php100
Time
Suggest and use suitable
units to measure time and
know the relationships
between them (second,
minute, hour, day, week,
month, year).
Read the time on analogue
and digital clocks, to the
nearest 5 minutes on an
analogue clock and to the
nearest minute on a digital
clock.
Begin to calculate simple time
intervals in hours and
minutes.
Read a calendar and calculate
time intervals in weeks or
days.
Money
Use addition and subtraction
facts with a total of 100 to
find change.
Consolidate using money
notation.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Data Handling
Information can be expressed
as organized and structured
data.
Objects and events can be
organized in different ways.
Some events in daily life are
more likely to happen than
others.
Collect and represent data in
different types of graphs, for
example, tally marks, bar
graphs
Represent the relationship
between objects in sets using
tree, Venn and Carroll
diagrams
Express the chance of an
event happening using words
or phrases (impossible, less
likely, maybe, most likely,
certain)
objects by attributes
data for the purpose of
answering questions
Create a pictograph and
sample bar graph of real
objects and interpret data by
comparing quantities (for
example, more, fewer, less
than, greater than)
Use tree, Venn and Carroll
diagrams to explore

Deepen understanding of
pictographs without and with
scales and outcomes of an
event using the terms likely,
equally likely, and unlikely to
happen

using a questionnaire
Sorts, classifies, and
organizes data in tabular form
and presents this into a
pictograph without and with
scales
without and with scales.
problems using data
without and with scales.
Tell whether an event is likely,
equally likely, unlikely to
happen.
situations using the phrases
likely to happen or unlikely
to happen or equally likely
to happen.
Handling Data

representing data
Answer a real-life question by
collecting, organising and
interpreting data, e.g.
investigating the population
of mini-beasts in different
environments.
Use tally charts, frequency
tables, pictograms (symbol
representing one or two units)
and bar charts (intervals
labelled in ones or twos).
Use Venn or Carroll diagrams
to sort data and objects using
two criteria.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
relationships between data

Identify and describe chance
in daily events (impossible,
less likely, maybe, most likely,
certain)
Whole numbers exhibit
patterns and relationships
that can be observed and
described.
Patterns can be represented
using numbers and other
symbols.
numbers
counting

of continuous patterns using
two attributes and
mathematical sentences
involving multiplication and
division of whole numbers
using 2,3,4,5 and 10 only
in a given continuous pattern
using two attributes (any two
of the following: figures,
numbers, colors, sizes, and
orientations, etc.)
Visualize and find the missing
value in a number sentence
involving multiplication or
division of whole numbers
using 2, 3, 4, 5 and 10 only.
numbers
counting
Math Grade 3
IB
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Number
system can be extended to
represent magnitude.
Fractions and decimals are
ways of representing wholepart relationships.
problems.
Even complex operations can
be modelled in a variety of
ways, for example, an
algorithm is a way to
represent an operation.
Number
order whole numbers up to
thousands or beyond
Develop strategies for
memorizing addition,
and division number facts
order fractions
Read and write equivalent
fractions
order fractions to hundredths
or beyond
Use decimal fractions in reallife situations
Dep Ed

of whole numbers up to 10
000, ordinal numbers up to
100th, money up to Php1000
of addition and subtraction of
money
of multiplication and division
of whole numbers including
money
of proper and improper,
similar and dissimilar and
equivalent fractions

Visualize numbers up to 10
000 with emphasis on
numbers 1001-10000
Give the place value and
value of a digit in 4- to 5-digit
numbers
10 000 in symbols and in
words
Round numbers to the nearest
ten, hundred and thousand
Compare numbers up to 10
000 using relation symbols
Order 4- to 5-digit numbers in
Identify ordinal numbers from
1st to 100th with emphasis on
DIS

system
10 000.
Count on and back in ones,
tens, hundreds and thousands
from four-digit numbers
Understand what each digit
represents in a three- or fourdigit number and partition
into thousands, hundreds,
tens and units.
Use decimal notation and
place value for tenths and
hundredths in context, e.g.
order amounts of money;
convert a sum of money such
the 21st to 100th object in a

given set from a given point
of reference
Identify odd and even
numbers
fractions that are equal to one
and greater than one
Read and writes fractions that
are equal to one and greater
than one in symbols and in
words
Represent fractions using
regions, sets, and the number
line
Visualizes and represent
dissimilar fractions
compare dissimilar fractions
arranges dissimilar fractions
in increasing or decreasing
order
Visualize and generate
equivalent fractions
as P13.25 to cents, or a
length such as 125 cm to
metres; round a sum of
money to the nearest pound.
Understand decimal notation
for tenths and hundredths in
context, e.g. length.
Find multiples of 10, 100,
1000 more/less than numbers
of up to four digits, e.g. 3407
+ 20 = 3427.
Multiply and divide three-digit
numbers by 10 (whole
number answers) and
understand the effect; begin
to multiply numbers by 100
and perform related divisions.
Recognize multiples of 5, 10
and 100 up to 1000.
Round three- and four-digit
numbers to the nearest 10 or
100.
Position accurately numbers
up to 1000 on an empty
number line or line marked off
in multiples of 10 or 100.
Estimate where three- and
four-digit numbers lie on
empty 01000 or
010 000 lines.
Compare pairs of three-digit
or four-digit numbers, using
the > and < signs, and find a
number in between each pair.
Use negative numbers in
context, e.g. temperature.
Recognize and extend number
sequences formed by
counting in steps of constant
size, extending beyond zero
when counting back.
Recognize odd and even
numbers.
Make general statements
about the sums and
differences of odd and even
numbers.
Order and compare two or
more fractions with the same
denominator (halves,
quarters, thirds, fifths, eighths
or tenths).
Recognize the equivalence
between: , 4/8 and 5/10;
and 2/8; 1/5 and 2/10.
Use equivalence to help order
fractions, e.g. 7/10 and .
Understand the equivalence
between one-place decimals
and fractions in tenths.
Understand that is
equivalent to 0.5 and also to
5/10.
Recognize the equivalence
between the decimal fraction
and vulgar fraction forms of
halves, quarters, tenths and
hundredths.
Recognize mixed numbers,
e.g. 5 and order these on a
number line.
Relate finding fractions to
division.
Find halves, quarters, thirds,

fifths, eighths and tenths of
shapes and numbers.
Add mentally 2-diigt and 1digit numbers without or with

regrouping using appropriate
strategies
Add mentally 2- to 3-digit
numbers with multiples of
hundreds using appropriate
strategies
Subtract mentally 1- to 2
digits numbers without and
with regrouping using
Subtract mentally 2- to 3
digits numbers with multiples
of hundreds without and with
regrouping using appropriate
strategies
Multiply mentally 2-digit by 1digit numbers without
regrouping with products of
up to 100
Divide mentally 2-digit
numbers by 1-digit numbers
without remainder using
Mental strategies
Derive quickly pairs of twodigit numbers with a total of
100, e.g. 72 + ___ =100
Derive quickly pairs of
multiples of 50 with a total of
1000, e.g. 850 + ___ =1000
Identify simple fractions with
a total of 1, e.g. + ____ =1
Know multiplication for 2,
3, 4, 5, 6, 9 and 10
tables and derive division
facts.
Recognize and begin to know
multiples of 2, 3, 4, 5 and 10,
up to the tenth multiple
Add three or four small
numbers, finding pairs that
equal 10 or 20.
Add three two-digit multiples
of 10, e.g. 40 + 70 + 50.
Add and subtract near
multiples of 10 or 100 to or
from three-digit numbers, e.g.
367 198 or 278 + 49.
Add any pair of two-digit
numbers, choosing an
appropriate strategy.
Subtract any pair of two-digit
numbers, choosing an
appropriate strategy.
Find a difference between
near multiples of 100, e.g.
304 296.
Subtract a small number
crossing 100, e.g. 304 8.
Multiply any pair of singledigit numbers together.
Use knowledge of
commutativity to find the
easier way to multiply.
Understand the effect of
multiplying and dividing
three-digit numbers by 10.
Derive quickly doubles of all
whole numbers to 50, doubles
of multiples of 10 to 500,
doubles of multiples of 100 to
5000, and corresponding
halves.
Add and subtract fractions

with related denominators in
Add and subtract decimals in
real-life situations, including
money

relevant situations
with regrouping
and with regrouping
Adds 3- to 4-digit numbers up
to three addends with sums

associative, identity).
Add pairs of three-digit
numbers.
Subtract a two-digit number
from a three-digit number.
Subtract pairs of three-digit
numbers.
up to 10 000 without and with

regrouping
Estimates the sum of 3- to 4digit addends with reasonable
results
Subtract 3-to 4-digit numbers
from 3- to 4-digit numbers
without and with regrouping.
Estimate the difference of two
numbers with three to four
digits with reasonable results

strategies for multiplication
and division.
thousands or beyond in reallife situations
Use fast recall of
multiplication and division
number facts in real-life
situations
and division in real-life
situations

Visualize multiplication of
numbers 1 to 10 by 6,7,8,9
Visualize and state basic
multiplication facts for
numbers up to 10
Apply the commutative
property of multiplication
Multiply 2-digit by 1-digt
numbers using the
distributive property of
multiplication
Multiply three 1-digit numbers
using the associative property
of multiplication
Multiply 2- to 3- digit numbers
by 1-digit numbers without or
with regrouping
Multiply 2-digit numbers by 2digit numbers without
regrouping
Multiply 2- to 3-digit numbers
by multiples of 10 and 100
by 1 000
Estimate the product of 2- to

Double any two-digit number.
Multiply multiples of 10 to 90
by a single-digit number.
Multiply a two-digit number
Multiply 2-digit by 1-digit by
using the distributive property
of multiplication.
Multiply three 1-digit numbers
by using the associative
property of multiplication.
by 1-digit numbers without or
with regrouping.
Multiply 2-digit numbers by 2digit number without
regrouping.
Multiply 2-digit numbers by 2digit number with regrouping.
by multiples of 10 and 100.
by 1000.
Divide two-digit numbers by
3-digit numbers and 1- to 2digit numbers with reasonable

results
Visualize and states the
multiples of 1- to 2-digit
numbers
Visualize division of numbers
up to 100 by 6,7,8 and 9
(multiplication table of 6,7,8,
and 9)
Visualize and states basic
division facts of numbers up
to 10
Divide 2- to 3-digit numbers
by 1- to 2-digit numbers
without and with remainder
Divide 2-3 digit numbs by 10
and 100 without or with
remainder
Estimate the quotient of 2- to
3- digit numbers by 1- to 2digit numbers
Select an efficient method for

solving a problem, for
example, mental estimation,
mental or written strategies,
or by using a calculator
Use strategies to evaluate the
Estimate sum, difference,
product and quotient in reallife situations, including
fractions and decimals

000 using appropriate
problem solving strategies
and tools
including money
problems involving
subtraction without or with
single digit-numbers (answers

no greater than 20).
Divides 2- to 3-digit numbers
by 1-digit numbers without
remainder.
Divides 2- to 3-digit numbers
by 1-digit numbers with
remainder.
Divides 2-digit numbers by 2digit numbers.
Divides numbers by 10 and
100.
Decide whether to round up
or down after division to give
an answer to a problem.
Understand that multiplication
and division are the inverse
function of each other.
Begin to understand simple
ideas of ratio and proportion,
e.g. a picture is one fifth the
size of the real dog. It is 25
cm long in the picture, so it is
5 25 cm long in real life.
Problem Solving
Choose appropriate mental or
written strategies to carry out
calculations involving addition
or subtraction.
Understand everyday systems
of measurement in length,
weight, capacity and time and
use these to solve simple
problems as appropriate.
Check the results of adding
numbers by adding them in a
different order or by

addition and/or subtraction of
money
problems involving
multiplication without or with
addition and subtraction of
money using appropriate
and tools.
multiplication or with addition
or subtraction of whole
2- to 4- digit numbers by 1- to
2-digit numbers without or
with any of the other
operations of whole numbers
division or with any of the
other operations of whole
numbers including money.
subtracting one number from

the total.
Check subtraction by adding
calculation.
Check multiplication using a
different technique, e.g. check
6 8 = 48 by doing 6 4
and doubling.
Check the result of a division
using multiplication, e.g.
multiply 4 by12 to check 48
4.
Recognize the relationships
between 2D shapes and
identify the differences and
similarities between 3D
shapes.
when calculating, and check
working.
Make up a number story for a
calculation, including in the
context of measures.
Explain reasons for a choice
of strategy when multiplying
or dividing.
Choose strategies to find
answers to addition or
subtraction problems; explain
and show working.
logic problems.
systematically.
number sequences, e.g. 7, 4,
1, 2 ... identifying the
relationship between each
number.
polygons are all regular
because ...
satisfy it.
Explain methods and
reasoning orally and in
writing; make hypotheses and
test them out.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Shape and space
Changing the position of a

shape does not alter its
properties.
Shapes can be transformed in
different ways.
Geometric shapes and
vocabulary are useful for
representing and describing
objects and events in realworld situations.
Shape and space
Sort, describe and model
regular and irregular polygons
Describe and model
congruency and similarity in
2D shapes
Describe and/or represent
Geometry
of lines, symmetrical designs,
and tessellation using square,
triangle and other shapes that
can tesselate
Geometry
Recognize and draw a point,
line, line segment and ray
Recognize and draw parallel,
intersecting and
perpendicular lines
Visualize, identify and draw
Geometry

reasoning
Recognize and draw a point,
line, line segment, and ray.
Recognize and draw
perpendicular lines, parallel
mental images of objects,

patterns, and paths
Analyze and describe 2D and
3D shapes, including regular
and irregular polygons, using
geometrical vocabulary
Identify, describe and model
2D shapes
congruent line segments

Identify and draw the line of
symmetry in a given
symmetrical figure
Complete a symmetric figure
with respect to a given line of
symmetry
Tessellate the plane using
triangles, squares and othe
shapes that can tessellate
lines and intersecting lines.

Visualize, identify, and draw
congruent line segments.
Identify, describe, visualize,
draw and make a wider range
of 2D and3D shapes including
a range of quadrilaterals, the
heptagon and tetrahedron;
use pinboards to create a
range of polygons. Use spotty
paper to record results.
Classify polygons (including a
range of quadrilaterals) using
criteria such as the number of
right angles, whether or not
they are regular and their
symmetrical properties.
Identify and sketch lines of
symmetry in 2D shapes and
patterns.
Visualize 3D objects from 2D
nets and drawings and make
nets of common solids.
Find examples of shapes and
symmetry in the environment
and in art.
Measurement
Visualize and represent and
measure area using
appropriate unit
Derive the formula for the
area of a rectangle and a
square
find the area of a rectangle
and square in sq cm and sq m
Area and perimeter

Draw rectangles, and
measure and calculate their
perimeters.
Understand that area is
measured in square units, e.g.
cm2 and m2
Find the area of rectilinear
shapes drawn on a square

Describe and identify the
position of a square on a grid
of squares where rows and
columns are numbered and/or
lettered.
Know that angles are
measured in degrees and that
one whole turn is 360 or four
right angles; compare and
order angles less than 180.
Devise the directions to give
to follow a given path.
Locate features on a grid

using coordinates
Analyze angles by comparing
and describing rotations:
whole turn; half turn; quarter
turn; north, south, east and
west on a compass
Recognize and explain
symmetrical patterns,
including tessellation, in the
environment
Apply knowledge of
transformations to problemsolving situations
Strand
Measurement
Measurement
Conceptual
Understanding
/ Content
Standard
Objects and events have

attributes that can be
measured using appropriate
tools.
Relationships exist between
standard units that measure
the same attributes.
of time, standard measures of
and area using square-tile
units
Estimate and measure using

standard units of
measurement: perimeter,
area and volume
Describe measures that fall

convert common units of
measure from larger to
smaller unit and vice versa:
meter and centimeter,
kilogram and gram, liter and
Learning
Outcomes
grid by counting squares.

problems involving areas of
squares and rectangles
area of rectangle and square
Measure

Choose and use standard
metric units and their
abbreviations (km, m, cm,
mm, kg, g, l and ml) when
estimating, measuring and
between numbers on a scale

involving perimeter, area and
volume
Select appropriate tools and
units of measurement
Read and write digital and

analogue time on 12-hour and
24-hour clocks
Use timelines in units of
inquiry and other real-life
situations
milliliter.
Visualize, and represent, and
solves routine and nonroutine problems involving
conversions of common units
of measure.
find the capacity of a
container using milliliter and
liter
solve routine and non-routine
problems involving capacity
measure

convert time measure from
seconds to minutes, minutes
to hours and hours to a day
and vice versa
convert time measure
o days to week, month
and year and vice
versa
o weeks to months and
year and vice versa
o months to year and
vice versa
solve problems involving
conversion of time measure
recording length, weight and

capacity.
Know and use the
relationships between familiar
units of length, mass and
capacity; know the meaning
of kilo, centi and milli.
Where appropriate, use
decimal notation to record
measurements, e.g. 1.3 m,
0.6kg, 1.2 l.
Interpret intervals/divisions on
partially numbered scales and
record readings accurately.
Time
Read and tell the time to
nearest minute on 12-hour
digital and analogue clocks.
Use am, pm and 12-hour
digital clock notation.
Read simple timetables and
use a calendar.
Choose units of time to
measure time intervals.
Recognize coins and bills up
Money
Consolidate using money
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Data Handling
Data can be collected,
organized, displayed and
analysed in different ways.
Different graph forms
highlight different aspects of
data more efficiently.
Probability can be based on
experimental events in daily
life.
Probability can be expressed
in numerical notations.
data using simple graphs, for
example, bar graphs, line
graphs
Identify, read and interpret
range and scale on graphs
Identify the mode of a set of
data
Use tree diagrams to express
probability using simple
fractions.
Design a survey and
systematically collect,
organize and display data in
to Php1000
Read and writes money in
symbols and in words through
Php1000 in pesos and
centavos
Compare values of the
different denominations of
coins and bills through
Php1000 using relation
symbols
Deepen understanding of
pictographs without and with
scales and outcomes of an
event using the terms likely,
equally likely, and unlikely to
happen
Sort, classify and organize

data in tabular form and
present this into a vertical or
horizontal bar graph
presented in different kinds of
bar graphs
(vertical/horizontal)
problems using data
presented in a single-bar
graph
Tell whether an event is sure,
likely, equally likely, unlikely,
notation.
Handling Data

representing data
Answer a question by
identifying what data to
collect, organizing, presenting
and interpreting data in
tables, diagrams, tally charts,
frequency tables, pictograms
(symbol representing 2, 5, 10
or 20 units) and bar charts
(intervals labelled in twos,
fives, tens or twenties).
Compare the impact of
representations where scales
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
pictographs and bar graphs

Select appropriate graph
form(s) to display data
Interpret range and scale on
graphs
Use probability to determine
mathematically fair and unfair
games and to explain possible
outcomes
Express probability using
simple fractions
Functions are relationships or
rules that uniquely associate
members of one set with
members of another set.
By analysing patterns and
identifying rules for patterns it
is possible to make
predictions.
Describe the rule for a pattern
in a variety of ways
Represent rules for patterns
using words, symbols and
tables
Identify a sequence of
operations relating one set of
numbers to another set.
Select appropriate methods
for representing patterns, for
example using words,
symbols and tables
Use number patterns to make
predictions and solve
problems
relationships of the four
operations to solve problems.
and impossible to happen.

situations using the phrases
sure to happen, likely to
happen, equally likely to
happen, unlikely to
happen, and impossible to
happen
have different intervals.

Use Venn diagrams or Carroll
diagrams to sort data and
objects using two or three
criteria.

of continuous and repeating
patterns and mathematical
sentences involving
multiplication and division of
whole numbers

in a given combination of
continuous and repeating
pattern
Find the missing value in a
number sentence involving
multiplication or division of
whole numbers

tables
symbols and tables
problems
Math Grade 4
IB
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Number
system can be extended to
represent magnitude.
Fractions and decimals are
ways of representing wholepart relationships.
problems.
Even complex operations can
be modelled in a variety of
ways, for example, an
algorithm is a way to
represent an operation.
Number
thousands or beyond
Develop strategies for
memorizing addition,
and division number facts
order fractions
Dep Ed

of whole numbers up to
100,000
money
of factors and multiples and
fractions
of improper fractions and
mixed numbers

numbers 10 001 100 000
value of a digit in numbers up
to 100 000
Read and write the numbers
up to hundred thousand and
symbols and in words
DIS

system
Count on and back in steps of
constant size, extending
beyond zero.
Know what each digit
represents in five- and sixdigit numbers.
Partition any number up to
one million into thousands,
Read and write equivalent

fractions
order fractions to hundredths
or beyond
Use decimal fractions in reallife situations

thousand and ten thousand
Order numbers up to 100 000
order
Identify factors of a given
number up to 100
Identify the multiples of a
given number up to 100
Make conjectures about
common factors of numbers
Differentiate prime numbers
from composite numbers
Find the prime factors of a
number.
Write a given number as a
product of its prime factors
Give the common factors and
the greatest common factor
(GCF) of two numbers using
the following methods: listing,
factor tree
Give the common multiples
and least common multiple
(LCM) of two numbers: listing,
factor tree, continuous
division
Find the GCF and LCM of 2
given numbers
Identify proper fractions,
improper fractions and mixed
numbers
Change improper fraction to
mixed numbers and vice
versa
Change fractions to lowest
hundreds, tens and units.

Use decimal notation for
tenths and hundredths and
understand what each digit
represents.
Multiply and divide any
number from 1 to 10 000 by
10 or 100 and understand the
effect.
Round four-digit numbers to
the nearest 10, 100 or 1000.
Round a number with one or
two decimal places to the
nearest whole number.
Order and compare numbers
up to a million using the >
and < signs.
Order and compare negative
and positive numbers on a
number line and temperature
scale.
Calculate a rise or fall in
temperature.
Order numbers with one or
two decimal places and
compare using the > and <
signs.
Recognize and extend number
sequences.
Recognize odd and even
numbers and multiples of 5,
10, 25, 50 and 100 up to
1000.
number up to 100.
given number up to 100.
common factors of numbers.
forms
Visualize decimal numbers
using models like blocks,
grids, number lines and
money to show the
relationship to fractions
Rename decimal numbers to
fractions, and fractions whose
denominators are factors of
10 and 100 to decimals
Give the place value and the
value of a digit of a given
decimal number through
hundredths
Read and write decimal
numbers through hundredths
Round decimal numbers to
the nearest whole number
and tenth
Compare and arrange decimal
numbers

number.
product of its prime factors.
factor tree.
division.
given numbers.
Make general statements
about sums, differences and
multiples of odd and even
numbers
Recognise equivalence
between: , and 1/8; 1/3
and 1/6; 1/5 and 1/10
Recognise equivalence
between the decimal and
fraction forms of halves,
tenths and hundredths and
use this to help e.g. 0.6 is
more than 50% and less than
7/10.
Change an improper fraction
to a mixed number, e.g. 7/4 to
1 3/4; order mixed numbers
and place between whole
numbers on a number line.
Relate finding fractions to
division and use to find simple
fractions of quantities.
Understand percentage as the
Multiply mentally 2-digit by 1to 2-digit numbers with

products up to 200 and
explain the strategies used
Divide mentally 2-to 3-digit
number of parts in every 100

and find simple percentages
of quantities.
Express halves, tenths and
hundredths as percentages.
Use fractions to describe and
estimate a simple proportion,
e.g. the beads are yellow.
Use ratio to solve problems,
e.g. to adapt a recipe for 6
people to
one for 3 or 12 people.
Mental strategies
Know by heart pairs of oneplace decimals with a total of
1, e.g. 0.8 + 0.2.
Derive quickly pairs of
decimals with a total of 10,
and with a total of 1.
Know multiplication and
division facts for the 2 to
10 tables.
Know and apply tests of
divisibility by 2, 5, 10 and
100.
Recognise multiples of 6, 7, 8
and 9 up to the 10th multiple.
Know squares of all numbers
to 10 10.
Find factors of two-digit
numbers.
Count on or back in
thousands, hundreds, tens
and ones to add or subtract.
Add or subtract near multiples
of 10 or 100, e.g. 4387 299.
Use appropriate strategies to
add or subtract pairs of twoand three-digit numbers and
number with one decimal

money

relevant situations
with regrouping
place, using jottings where

necessary.
Calculate differences between
near multiples of 1000, e.g.
5026 4998, or near
multiples of 1, e.g. 3.2 2.6.
Multiply multiples of 10 to 90,
and multiples of 100 to 900,
Multiply by 19 or 21 by
multiplying by 20 and
adjusting.
Multiply by 25 by multiplying
by 100 and dividing by 4.
Use factors to multiply, e.g.
multiply by 3, then double to
multiply by 6.
Double any number up to 100
and halve even numbers to
200 and use this to double
and halve numbers with one
or two decimal places, e.g.
double 3.4 and half of 8.6.
Double multiples of 10 to
1000 and multiples of 100 to
10 000, e.g. double 360 or
double 3600, and derive the
corresponding halves.
Find the total of more than
three two- or three-digit
numbers using a written
method.
Add or subtract any pair of
three- and/or four-digit
numbers, with the same
number of decimal places,
including amounts of money.

and with regrouping
regrouping
results
Visualize addition and
subtraction of similar fractions
Visualize subtraction of a
fraction from a whole number
subtraction of dissimilar
fractions
Perform addition and
subtraction of similar and

and division.
Use fast recall of

Multiply numbers up to 3-digit
numbers by up to 2-digit
numbers with or without
regrouping
Estimate the products of 3- to
4-digit numbers by 2- to 3digit numbers with reasonable

Multiply or divide three-digit
numbers by single-digit
numbers.
Multiply two-digit numbers by
two-digit numbers.
Multiply two-digit numbers
with one decimal place by

situations
situations

results
by tens or hundreds or by 1
000 without and with
remainder
4-digit dividends by 1- to 2digit divisors with reasonable
results

problems involving
non- routine problems
addition or subtraction using
single-digit numbers, e.g. 3.6

7.
Divide three-digit numbers by
single-digit numbers,
including those with a
remainder (answers no
greater than 30).
Start expressing remainders
as a fraction of the divisor
when dividing two-digit
numbers by single-digit
numbers.
Decide whether to group
(using multiplication facts and
multiples of the divisor) or to
share (halving and quartering)
to solve divisions.
Decide whether to round an
answer up or down after
division, depending on the
context.
Begin to use brackets to order
operations and understand
the relationship between the
four operations and how the
laws of arithmetic apply to
multiplication.
Interpret and explain MDAS
correctly.
Problem Solving
weight, capacity, temperature
and time and use these to
perform simple calculations.
Solve single and multi-step
word problems (all four
operations); represent them,
e.g. with diagrams or a
number line.

strategies and tools.
Create problems (with
reasonable answers) involving
2-digit numbers including
and tools.
involving division and any of
the other operations of whole
solving strategies and tools.
division without or with any
numbers including money,
with reasonable answers
Represent and explains
Multiplication, Division,
Addition, Subtraction (MDAS)
correctly.
Perform a series of two or
more operations.
problems involving addition
and/or subtraction of fractions
Check with a different order

when adding several numbers
or by using the inverse when
adding or subtracting a pair of
numbers.
Use multiplication to check
the result of a division, e.g.
multiply3.7 8 to check 29.6
8.
Recognise the relationships
between different 2D and 3D
shapes, e.g. a face of a cube
is a square.
when calculating, e.g. using
rounding, and check working.
is reasonable in the context of
a problem.
weight, capacity, temperature
and time and use these to
perform simple calculations.
Choose an appropriate
strategy for a calculation and
explain how they worked out
the answer.
logic problems.
Deduce new information from
existing information to solve
problems.
systematically.
number sequences, e.g. 30,
27, ____,
____ 18...; identify

fractions.
Strand
Shape and space
Geometry
Conceptual
Understanding
/ Content
Standard
Changing the position of a

shape does not alter its
properties.
Shapes can be transformed in
different ways.
Geometric shapes and
vocabulary are useful for
representing and describing
objects and events in realworld situations.
of the concepts of parallel and
perpendicular lines, angles,
triangles and quadrilaterals
the relationships between

numbers.
triangles are all isosceles
because ...
satisfy it, e.g. the sum of
three consecutive whole
numbers is always a multiple
of three.
Explain methods and justify
reasoning orally and in
writing; make hypotheses and
test them out.
Solve a larger problem by
breaking it down into subproblems or represent it using
diagrams.
more operations.
Geometry
Learning
Outcomes
Shape and space

Sort, describe and model
regular and irregular polygons
Describe and model
2D shapes
Describe and/or represent
mental images of objects,
patterns, and paths
Analyze and describe 2D and
3D shapes, including regular
and irregular polygons, using
geometrical vocabulary
Identify, describe and model
2D shapes
Geometry
Describe and illustrate
parallel, intersecting and
perpendicular lines
Draw perpendicular and
parallel lines using a ruler and
a set square
different angles (right, acute
and obtuse) using models
Describe the
attributes/properties of
using concrete objects or
models
Identify and describe triangles
according to sides and angles
Identify and describe the
different kinds of
quadrilaterals: square,
rectangle, parallelogram,
trapezoid and rhombus
Relate triangles to
quadrilaterals
Relate one quadrilateral to
another quadrilateral

reasoning
Identify and describe
properties of triangles and
classify as isosceles,
equilateral or scalene.
Recognize reflective and
rotational symmetry in regular
polygons.
Create patterns with two lines
of symmetry, e.g. on a
pegboard or squared paper.
Visualize 3D shapes from 2D
drawings and nets, e.g.
different nets of an open or
closed cube.
Recognize perpendicular and
parallel lines in 2D shapes,
drawings and the
environment.
Understand and use angle
measure in degrees; measure
angles to the nearest 5;
identify, describe and
estimate the size of angles
and classify them as acute,
right or obtuse.
Calculate angles in a straight
line.
set squares.
Identify parts of an angle and
name angles using notation
such as ABC, x, and 2 in
plane figures.
Draw a given angle using a
protractor.
Describe and illustrates
parallel and perpendicular
Measurement
Visualize the perimeter of any
given figure using appropriate
tools
Derive the formula for
perimeter of any given figure
Find the perimeter of
triangles, squares, rectangles,
parallelograms and trapezoids
involving perimeter of
squares and rectangles,
triangles, parallelograms, and
trapezoids
lines.
Identify parallel and
perpendicular lines and use
these terms to describe
geometric figures.
Use concrete objects/models
to explore/describe plane
figures according to their
triangles and quadrilaterals.
Identify and describes the
different kinds of triangles:
acute, right, obtuse, scalene,
isosceles, equilateral,
equiangular.
Identify and describes the
different kinds of
trapezoid, rhombus.
Visualize and describes
geometric solids.
Make models of different
geometric solids: cube, prism,
and cylinder.
Area and perimeter
Measure and calculate the
perimeter of regular and
irregular polygons.
Understand area measured in
square centimeters (cm2 and
m2)
Use the formula for the area
of a rectangle to calculate the
rectangles area.
parallelograms and
trapezoids.
Solve word problems involving

using coordinates
west on a compass
Differentiate perimeter from

area
Convert sq cm to sq m and
vice versa
Find the area of irregular
figures made up of squares
and rectangles using sq cm
and sq m
Estimate the area of irregular
plane figures made up of
Derive the formulas for the
area of triangles,
Find the area of triangles,
using sq cm and sq m
Estimate the area of triangles,
problems involving squares,
rectangles, triangles,
parallelograms, and
trapezoids
perimeter and area involving
squares, rectangles, triangles,
parallelograms, and
trapezoids.
perimeter of squares and

parallelograms and
trapezoids.
Estimate the area of an
irregular plane figure made up
of squares and rectangles
using non-standard units.
Derive inductively the
formulas for the area of
squares and rectangles.

Read and plot co-ordinates in
the first quadrant.
Predict where a polygon will
be after reflection where the
mirror line is parallel to one of
the sides, including where the
line is oblique.
Understand translation as
environment
Apply knowledge of
movement along a straight

line, identify where polygons
will be after a translation and
give instructions for
translating shapes.
Strand
Measurement
Measurement
Conceptual
Understanding
/ Content
Standard
Objects and events have

attributes that can be
measured using appropriate
tools.
Relationships exist between
standard units that measure
the same attributes.
Demonstrate the
understanding of the concept
of time, perimeter, area and
volume
Estimate and measure using

standard units of
measurement: perimeter,
area and volume
Describe measures that fall
between numbers on a scale
involving perimeter, area and
volume
Select appropriate tools and
units of measurement

milliliter.
of measure.
liter
measure
Learning
Outcomes
Measure

Read, choose, use and record
standard units to estimate
and measure length, mass
and capacity to a suitable
degree of accuracy.
Convert larger to smaller
metric units (decimals to one
place), scale. e.g. change 2.6
kg to 2600 g.
Order measurements in mixed
units.
Round measurements to the
nearest whole unit.
Interpret a reading that lies
between two unnumbered
divisions on a scale.
Compare readings on different
scales.
Draw and measure lines to
the nearest centimeter and
millimeter.
Strand
Read and write digital and

analogue time on 12-hour and
24-hour clocks
Use timelines in units of
inquiry and other real-life
situations
Data Handling
Find the elapsed time in

minutes and seconds
Estimate the duration of time
in minutes
Solve problems involving
elapsed time
Volume
Visualize the volume of solid
figures in different situations
standard units
volume of rectangular prisms
Find the volume of a
rectangular prism using cu cm
and cu m
problems involving the
volume of a rectangular prism
volume of rectangular prism
Time
Recognize and use the units
for time (seconds, minutes,
hours, days, months and
years).
Tell and compare the time
using digital and analogue
clocks using the 24-hour
clock.
Read timetables using the 24hour clock.
Calculate time intervals in
seconds, minutes, and hours
using digital or analogue
formats.
Use a calendar to calculate
time intervals in days and
weeks (using knowledge of
days in calendar months).
Calculate time intervals in
months or years.
Volume
standard units
and cu m
Handling Data
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Data can be collected,

organized, displayed and
analysed in different ways.
Different graph forms
highlight different aspects of
data more efficiently.
Probability can be based on
experimental events in daily
life.
Probability can be expressed
in numerical notations.
data using simple graphs, for
example, bar graphs, line
graphs
Identify, read and interpret
range and scale on graphs
Identify the mode of a set of
data
Use tree diagrams to express
probability using simple
fractions.
Design a survey and
systematically collect,
organize and display data in
pictographs and bar graphs
Select appropriate graph
form(s) to display data
Interpret range and scale on
graphs
Use probability to determine
mathematically fair and unfair
games and to explain possible
outcomes
Express probability using
simple fractions
of the concepts of bar graphs
and simple experiments
Collect data on two variables

using any source
Organize data in tabular form
and present them in
single/double horizontal or
vertical bar graph
Interpret data presented in
different kinds of bar graphs
(vertical/horizontal,
single/double bars)
problems using data
presented in single or doublebar graph
Draw inference based on data
presented in a double-bar
graph
Record favorable outcomes in
a simple experiment
Express the outcome in a
simple experiment in words,
symbols, tables or graphs
Explain the outcomes in an
experiment
problems involving a simple

representing data; probability
Answer a set of related
questions by collecting,
selecting, and organizing
relevant data; draw
conclusions from their own
and others data and identify
further questions to ask.
Draw and interpret frequency
tables, pictograms and bar
line charts, with the vertical
axis labelled for example in
twos, fives, tens, twenties or
hundreds. Consider the effect
of changing the scale on the
vertical axis.
Construct simple line graphs,
e.g. to show changes in
temperature over time.
Understand where
intermediate points have and
do not have meaning, e.g.
comparing a line graph of
temperature against time with
a graph of class attendance
for each day of the week.
Find and interpret the mode of
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes

Functions are relationships or
rules that uniquely associate
members of one set with
members of another set.
By analysing patterns and
identifying rules for patterns it
is possible to make
predictions.
tables
symbols and tables
problems
experiment
Create problems involving a
simple experiment
a set of data.
Describe the occurrence of
familiar events using the
language of chance or
likelihood.

of concepts of continuous and
repeating patterns and
number sentences

in a sequence of numbers
(e.g. odd numbers, even
numbers, multiples of a
number, factors of a number,
etc.)
Find the missing number in an
equation involving properties
of operations. (e.g. (4+__ ) +
8 = 4 + ( 5 + __)

tables
symbols and tables
problems
Math Grade 5
IB
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Number
system extends infinitely in
two directions.
Fractions, decimal fractions
and percentages are ways of
representing whole-part
relationships.
For fractional and decimal
computation, the ideas
developed for whole-number
computation can apply.
Ratios are a comparison of
two numbers or quantities.
Number
read, write, compare and
millions or beyond
read and write ratios
read and write integers in
appropriate contexts
read and write exponents and
square roots
convert improper fractions to
versa
simplify fractions in mental
and written form
Dep Ed

of whole numbers up to
100,000
money
of factors and multiples and
fractions
of improper fractions and
mixed numbers
numbers 10 001 100 000
value of a digit in numbers up
to 100 000
Read and write the numbers
up to hundred thousand and
symbols and in words
thousand and ten thousand
Order numbers up to 100 000
DIS

system
Count on and back in fractions and
decimals, e.g. 1/3 s, 0.1s, and

repeated steps of whole numbers
(and through zero).
Know what each digit represents in
whole numbers up to a million.
Know what each digit represents in
one- and two-place decimal numbers.
Multiply and divide any whole number
from 1 to 10 000 by 10, 100 or 1000
and explain the effect.
Multiply and divide decimals by 10 or
100 (answers up to two decimal
order decimal fractions to

thousandths or beyond
order percentages
convert between fractions,
decimals and percentages
use whole numbers up to
millions or beyond in real-life
situations
use ratios in real-life
situations
use integers in real-life
situations
convert improper fractions to
versa in real-life situations
simplify fractions in
computation answers
use fractions, decimals and
percentages interchangeably
in real-life situations
select and use an appropriate
sequence of operations to
solve word problems
select an efficient method for
solving a problem: mental
estimation, mental
computation, written
algorithms, by using a
calculator
use strategies to evaluate the
use mental and written
strategies for adding,
subtracting, multiplying and
dividing fractions and
decimals in real-life situations
estimate and make
approximations in real-life
order
number up to 100
given number up to 100
common factors of numbers
number.
product of its prime factors
factor tree
division
given numbers
Identify proper fractions,
improper fractions and mixed
numbers
Change improper fraction to
versa
Change fractions to lowest
forms
Visualize decimal numbers
using models like blocks,
grids, number lines and
money to show the
relationship to fractions
Rename decimal numbers to
places for division).
Find factors of two-digit numbers.

Find some common multiples, e.g. for
4 and 5.
Round whole numbers to the nearest

10, 100 or 1000.
Round a number with two decimal
places to the nearest tenth or to the

nearest whole number.
Make and justify estimates and
approximations of large numbers.
Order and compare positive numbers
to one million, and negative integers
to an appropriate level.
Use the >, < and = signs correctly.
Estimate where four-digit numbers
lie on an empty 0 10 000 line.
Order numbers with up to two decimal
places (including different numbers of
places).
Recognise and extend number
sequences.
Recognise and use decimals with up
to three places in the context of
measurement.
Recognise odd and even numbers
and multiples of 5, 10, 25, 50 and 100
up to 1000.
Make general statements about
sums, differences and multiples of
odd and even numbers.
Recognise prime numbers up to 20
and find all prime numbers less than
100.
Write a given number as a product of
its prime factors.
Give the common factors and the
greatest common factor (GCF) of two
numbers using the following methods:
situations involving fractions,

decimals and percentages
fractions, and fractions whose

denominators are factors of
10 and 100 to decimals
Give the place value and the
value of a digit of a given
decimal number through
hundredths
Read and write decimal
numbers through hundredths
Round decimal numbers to
the nearest whole number
and tenth
numbers
listing, factor tree, continuous

division.
Give the common multiples and least
common multiple (LCM) of two
numbers: listing, factor tree,
continuous division.
Find the GCF and LCM of 2 given
numbers.
Use divisibility rules for 2, 5 and 10 to
find common factors of numbers.
Use divisibility rules for 3, 6 and 9 to
find common factors.
Use divisibility rules for 4, 8, 11 and
12 to find common factors.
Solve problems involving factors,
multiples and divisibility rules for 2, 3,
4, 5, 6, 8, 9, 10, 11 and 12.
Recognise the historical origins of our
number system and begin to
understand how it developed.
Compare fractions with the same
denominator and related
denominators, e.g. with 7/8.
Recognise equivalence between
fractions, e.g. between 1/100s, 1/10s
and s.
Recognise and use the equivalence
between decimal and fraction forms.
Order mixed numbers and place
between whole numbers on a number
line.
Change an improper fraction to a
mixed number, e.g 17/8 to 2 1/8.
Reduce fractions to their simplest
form, where this is , , or a
number of fifths or tenths.
Begin to convert a vulgar fraction to a
decimal fraction using division.
Read and writes common fractions in
decimal form through thousandths.
Rename decimal numbers to fractions
with denominators of 10, 100,

1000,10000.
Give the place value of each digit of a
given decimal through thousandths.
Read and write decimal numbers
through thousandths.
Rounds decimals to the nearest
tenths and hundredths.
numbers from least to greatest and
vice versa.
Estimate the sum or difference of
decimal numbers.
Add and subtract decimals through
thousandths without and with
regrouping.
Add and subtract mixed decimals
Analyze and solve word problems,
including money problems, involving
addition and subtraction of decimal
numbers.
Represent multiplication of decimal
numbers using pictorial models.
Estimate the products of decimal
numbers.
Multiply decimal numbers by multiples
of 10 and 100.
Multiply decimal numbers of values
up to hundredths.
Multiply mixed decimals with tenths
and hundredths by whole numbers.
Multiply mixed decimals by mixed
decimal with tenths and hundredths.
Multiply decimals mentally by 0.1,
0.01, 10and 100.
Analyze and solve word problems
involving multiplication of decimals
including money.
Represent division of decimal
numbers using pictorial models.

Estimate the quotients of decimal
number
Divide decimal numbers of values up
to the hundredths.
Divide decimal numbers by whole
number
Analyze and solve problems of
various types using whole numbers,
fractions and decimals.
Understand percentage as parts in
every 100 and express , , 1/3,
1/10, 1/100 as percentages.
Find simple percentages of shapes
and whole numbers.
Solve simple problems involving ratio
and direct proportion.
Mental strategies
Multiply mentally 2-digit by 1to 2-digit numbers with

products up to 200 and
explain the strategies used
Divide mentally 2-to 3-digit
Recall addition and subtraction facts

for numbers to 20 and pairs of oneplace decimals with a total of 1, e.g.
0.4 + 0.6.
Derive quickly pairs of one-place
decimals totalling 10, e.g. 7.8 and 2.2,
and two-place decimals totalling 1,
e.g. 0.78 +
Use place value and number facts to
add or subtract two-digit whole
numbers and to add or subtract threedigit multiples of 10 and pairs 0.22. of
decimals, e.g. 560 + 270; 2.6 + 2.7;
0.78 + 0.23.
Add/subtract near multiples of one
when adding numbers with one
decimal place, e.g. 5.6 + 2.9; 13.5
2.1.
Add/subtract a near multiple of 10,
100 or 1000, or a near whole unit of

money

relevant situations
with regrouping
and with regrouping
regrouping
money, and adjust, e.g. 3127 + 4998;

5678 1996.
Use place value and multiplication
facts to multiply/divide mentally, e.g.
0.8 7; 4.8 6.
Multiply pairs of multiples of 10, e.g.
30 40, or multiples of 10 and100,
e.g. 600 40.
Double quickly any two-digit number,
e.g. 78, 7.8, 0.78 and derive the
corresponding halves.
Divide two-digit numbers by singledigit numbers, including leaving a
remainder.
Add two- and three-digit numbers with

the same or different numbers of
digits/decimal places.
Add or subtract numbers with the
same and different numbers of
decimal places, including amounts of
money.
Find the difference between a positive
and negative integer, and between
two negative integers in a context
such as temperature or on a number
line.
results
subtraction of similar fractions
Visualize subtraction of a
fraction from a whole number
subtraction of dissimilar
fractions
Perform addition and
subtraction of similar and

and division.
Use fast recall of
situations
situations

Multiply numbers up to 3-digit
numbers by up to 2-digit
numbers with or without
regrouping
Estimate the products of 3- to
4-digit numbers by 2- to 3digit numbers with reasonable
results
by tens or hundreds or by 1
000 without and with
remainder
4-digit dividends by 1- to 2digit divisors with reasonable
results
Multiply pairs of multiples of 10, e.g.
30 40, or multiples of 10 and 100,

e.g. 600 40.
Multiply near multiples of 10 by
multiplying by the multiple of 10 and
adjusting.
Multiply by halving one number and
doubling the other, e.g. calculate 35
16 with 70 8.
Use number facts to generate new
multiplication facts, e.g. the 17 table
from 10 + 7 tables.
Multiply two-, three- or four-digit
numbers (including sums of money)
by a single-digit number and two- or
three-digit numbers by two-digit
Divide three-digit numbers by singledigit numbers, including those leaving
a remainder and divide three-digit


problems involving
addition or subtraction using
strategies and tools.
numbers by two-digit numbers (no

remainder) including sums of money.
Give an answer to division as a mixed
number, and a decimal (with divisors
of 2, 4, 5, 10 or 100).
Relate finding fractions to division and
use them as operators to find
fractions including several tenths and
hundredths of quantities.
Know and apply the arithmetic laws
as they apply to multiplication(without
necessarily using the terms
commutative, associative or
distributive).
State , explain and interpret the
PMDAS or GMDAS rule.
Simplify a series of operations on
whole numbers involving more than
two operations using the PMDAS or
GMDAS rule.
Analyze and solve problems
involving series of operations.
Problem Solving
Choose appropriate and efficient
mental or written strategies to carry

out a calculation involving addition,
subtraction, multiplication or division.
Understand everyday systems of
measurement in length, weight,
capacity, temperature and time and
use these to perform simple
calculations.
Check addition with a different order
when adding a long list of numbers;
check when subtracting by using the
inverse.
Recognise 2D and 3D shapes and
their relationships, e.g. a cuboid has a

2-digit numbers including
and tools.
involving division and any of
the other operations of whole
division without or with any
numbers including money,
with reasonable answers
Represent and explains
Multiplication, Division,
Addition, Subtraction (MDAS)
correctly.
more operations.
problems involving addition
and/or subtraction of fractions
fractions.
rectangular cross-section.
Estimate and approximate when
calculating, e.g. use rounding, and
check working.
Use models to illustrate mathematical
sentences.
Determine the patterns in completing
mathematical sentences.
Use patterns to solve for the unknown
in simple equations involving one or
more operation on whole numbers
and fractions.
Explain why they chose a particular
method to perform a calculation and
show working
Deduce new information from existing
information and realise the effect that
one piece of information has on
another.
Use logical reasoning to explore and
solve number problems and
mathematical puzzles.
Use ordered lists or tables to help
solve problems systematically.
Identify relationships between
numbers and make generalised
statements using words, then
symbols and letters, e.g. the second
number is twice the first number plus
5 (n, 2n + 5); all the numbers are
multiples of 3 minus 1 (3n 1); the
sum of angles in a triangle is 180.
Make sense of and solve word
problems, single and multi-step(all
four operations), and represent them,
e.g. with diagrams or on a number
line; use brackets to show the series
of calculations necessary.
Solve simple word problems involving
ratio and direct proportion.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Shape and space
Manipulation of shape and

space takes place for a
particular purpose.
Consolidating what we know
of geometric concepts allow
us to make sense of and
interact with our world.
Geometric tools and methods
can be used to solve
problems relating to shape
and space.
Shape and space
analyse, describe, classify and
visualize 2D (including circles,
triangles and quadrilaterals)
and 3D shapes, using
geometric vocabulary
describe lines and angles
using geometric vocabulary
identify and use scale (ratios)
to enlarge and reduce shapes
identify and use the language
and notation of bearing to
describe direction and
position
create and model how a 2D
net converts into a 3D shape
and vice versa
explore the use of geometric
ideas and relationships to
solve problems in other areas
of mathematics
use geometric vocabulary
when describing shape and
Geometry
of the concepts of parallel and
perpendicular lines, angles,
Geometry
parallel, intersecting and
perpendicular lines
a set square
different angles (right, acute
and obtuse) using models
Describe the
using concrete objects or
models
Identify and describe triangles
according to sides and angles
Identify and describe the
different kinds of
trapezoid and rhombus
Relate triangles to
Geometry

reasoning
Classify different polygons and
understand whether a 2D shape is a

polygon or not.
Visualise and describe the properties
of 3D shapes, e.g. faces, edges and
vertices.
Identify and describe properties of
quadrilaterals (including the
parallelogram, rhombus and
trapezium), and classify using parallel
sides, equal sides, equal angles.
Recognise and make 2D
representations of 3D shapes
including nets.
Estimate, recognise and draw acute
and obtuse angles and use a
protractor to measure to the nearest
degree.
Check that the sum of the angles in a
triangle is 180, for example, by
measuring or paper folding; calculate
space in mathematical
situations and beyond
use scale (ratios) to enlarge
and reduce shapes
apply the language and
notation of bearing to
describe direction and
position
use 2D representations of 3D
objects to visualize and solve
problems, for example using
drawings or models.
quadrilaterals
Relate one quadrilateral to
another quadrilateral
Measurement
Visualize the perimeter of any
given figure using appropriate
tools
Derive the formula for
perimeter of any given figure
involving perimeter of
squares and rectangles,
triangles, parallelograms, and
trapezoids
Differentiate perimeter from
area
Convert sq cm to sq m and
vice versa
Find the area of irregular
figures made up of squares
and rectangles using sq cm
and sq m
Estimate the area of irregular
plane figures made up of
angles in a triangle or around a point.
Area and perimeter
Measure and calculate the perimeter

and area of rectilinear shapes.
Estimate the area of an irregular
shape by counting squares.
Calculate perimeter and area of
simple compound shapes that can be
split into rectangles.
Represent and describe the
circumference of a circle.
Use a model to estimate the
Derive a formula for finding the
Find the circumference of the given
circle using the formula/s derived.
circumference.
Estimate and use appropriate units of
measure for area.
Convert sq cm to sq m and vice
versa.
Name the appropriate unit of measure
used for measuring area for accuracy.
estimates and uses appropriate units
Derive the formulas for the

area of triangles,
Find the area of triangles,
using sq cm and sq m
Estimate the area of triangles,
problems involving squares,
parallelograms, and
trapezoids
perimeter and area involving
squares, rectangles, triangles,
parallelograms, and
trapezoids.
of measure for volume.
Convert one cubic unit of measure to
a larger or smaller unit.

Name the appropriate unit of measure
used for measuring the volume of a
cube and a rectangular prism for
accuracy.
Represent and describe the area of a
circle.
Use a model to find the area of a
circle.
Derive a formula for finding the area
of a circle.
Find the area of a circle using the
formula/s derived.
Solve problems involving area of
circle using appropriate formulas and
procedures.

using coordinates
west on a compass
environment
Apply knowledge of
Strand
Measurement
Measurement
Conceptual
Understanding
Accuracy of measurements
depends on the situation and
Demonstrate the
understanding of the concept
Read and plot co-ordinates in all four

quadrants.
Predict where a polygon will be after
one reflection, where the sides
of the shape are not parallel or
perpendicular to the mirror line, after
one translation or after a rotation
through 90 about one of its vertices.
Measure
/ Content
Standard
Learning
Outcomes
the precision of the tool.

Conversion of units and
measurements allows us to
make sense of the world we
live in.
A range of procedures exists
to measure different
attributes of objects and
events.
develop and describe
formulas for finding
perimeter, area and volume
use decimal and fraction
notation in measurement, for
example, 3.2 cm, 1.47 kg,
1 miles
read and interpret scales on a
range of measuring
instruments
measure and construct angles
in degrees using a protractor
carry out simple unit
conversions within a system
of measurement (metric or
customary)
select and use appropriate
units of measurement and
tools to solve problems in
determine and justify the
level of accuracy required to
solve real-life problems
involving measurement
use decimal and fractional
notation in measurement, for
example, 3.2 cm, 1.47 kg,
1 miles
of time, perimeter, area and

volume

milliliter.
of measure.
liter
measure

Select and use standard units of
measure. Read and write to two or

three decimal places.
Convert between units of
measurement (kg and g, l and ml,
km, m, cm and mm), using decimals
to three places, e.g. recognising that
1.245 m is 1 m 24.5 cm.
Interpret readings on different scales,
using a range of measuring
instruments.
Draw and measure lines to the
nearest centimeter and millimeter.
Know imperial units still in common
use, e.g. the mile, and approximate
metric equivalents.
Time
use timetables and schedules

(12-hour and 24-hour clocks)
in real-life situations
determine times worldwide
Find the elapsed time in

minutes and seconds
Estimate the duration of time
in minutes
elapsed time
Volume
standard units
and cu m
Recognise and understand the units

for measuring time (seconds,
minutes, hours, days, weeks, months,
years, decades and centuries);
convert one unit of time into another
Tell the time using digital and
analogue clocks using the 24-hour
clock.
Compare times on digital and
analogue clocks, e.g. realise quarter
to four is later than 3:40.
Read and use timetables using the
24-hour clock.
Calculate time intervals using digital
and analogue times.
Use a calendar to calculate time
intervals in days, weeks or months.
Calculate time intervals in days,
months or years.
Appreciate how the time is different in
different time zones around the world.
Volume
standard units
and cu m

Temperature
Describes and estimates the
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes
Data Handling
Data can be presented
effectively for valid
interpretation and
communication.
Range, mode, median and
mean can be used to analyse
statistical data.
Probability can be
represented on a scale
between 01 or 0%100%.
The probability of an event
can be predicted theoretically.
temperature inside and outside of the

classroom.
Identifies the parts of a thermometer.
Reads a thermometer.
Measures temperature using the
degree Celsius.
Solves problems involving
temperature

of the concepts of bar graphs
and simple experiments

Temperature
Describes and estimates the
temperature inside and outside of the

classroom.
Identifies the parts of a thermometer.
Reads a thermometer.
Measures temperature using the
degree Celsius.
Solves problems involving
temperature
Handling Data

representing data; probability
collect, display and interpret

data in circle graphs (pie
charts) and line graphs
identify, describe and explain
the range, mode, median and
mean in a set of data
set up a spreadsheet using
simple formulas to manipulate
data and to create graphs
express probabilities using
scale (01) or per cent (0%
Collect data on two variables

using any source
Organize data in tabular form
and present them in
single/double horizontal or
vertical bar graph
Interpret data presented in
different kinds of bar graphs
(vertical/horizontal,
single/double bars)
Organizing, categorizing and representing

data
Solve a problem by representing,
extracting and interpreting data in
tables, graphs, charts and diagrams,
e.g. line graphs for distance and time;
a price ready-reckoner for currency
conversion; frequency tables and bar
charts with grouped discrete data
Find the mode and range of a set of
data from relevant situations, e.g.
100%).
design a survey and
systematically collect, record,
organize and display the data
in a bar graph, circle graph,
line graph
identify, describe and explain
the range, mode, median and
mean in a set of data
create and manipulate an
electronic database for their
own purposes
determine the theoretical
probability of an event and
explain why it might differ
from experimental probability.
Strand
Conceptual
Understanding
/ Content
Standard
Learning
Outcomes

Patterns can often be
generalized using algebraic
expressions, equations or
functions.
Exponential notation is a
powerful way to express
repeated products of the
same number.
represent the rule of a pattern
by using a function
analyse pattern and function
using words, tables and
graphs, and, when possible,
symbolic rules
select appropriate methods to
analyse patterns and identify
rules
use functions to solve
problems.
problems using data

presented in single or doublebar graph
Draw inference based on data
presented in a double-bar
graph
Record favorable outcomes in
a simple experiment
Express the outcome in a
simple experiment in words,
symbols, tables or graphs
Explain the outcomes in an
experiment
problems involving a simple
experiment
Create problems involving a
simple experiment
of concepts of continuous and
repeating patterns and
number sentences

in a sequence of numbers
(e.g. odd numbers, even
numbers, multiples of a
number, factors of a number,
etc.)
Find the missing number in an
equation involving properties
of operations. (e.g. (4+__ ) +
8 = 4 + ( 5 + __)
scientific experiments.
Begin to find the median and mean of
a set of data.
Explore how statistics are used in
everyday life.
Use the language associated with
probability to discuss events, to
assess likelihood and risk, including
those with equally likely outcomes.
Describe a probability experiment.
Perform a probability experiment and
record results by listing.
Analyze data obtained from chance
using experiments involving letter
cards (A to Z) and number cards (0 to
20).
Represent the rule of a

pattern by using a function.
Analyse pattern and function
using words, tables and
graphs, and, when possible,
symbolic rules.
Select appropriate methods to
analyse patterns and identify
rules.
Use functions to solve
problems.

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Math - Kindergarten

Numbers and number sense

Numbers and number system

Numbers and the number

Number and Algebraic Thinking

and shapes by folding, and

by crossing out/taking away

in tens to finding 10 more/less

with the right equal parts can

Use techniques and skills in

Shape and space

Sorting and classifying

Shapes can be described and

Shape and space

Describe position and

Sorting and classifying

Shapes and geometric

Position and movement

Concepts of size, length ,

Identify, compare and

Describe observations about

Use non-standard measuring

Tell the time of day when

Length, mass and capacity

morning, afternoon, night

Recognize and identify coins

Data Analysis and Probability

Collect data on one variable

Pattern and function

Sorting and classifying

minutes, hours, days, weeks,

Organising, categorising and

and/or pictures can be

Copy, make and continue

Describe patterns in various

Numbers and number sense

Numbers and number system

Numbers and the number

Describe mental and written

Read and write numbers up to

the nearest multiple of 10.

Use mental and written

Use fast recall of addition and

Numbers and number sense

than any two-digit number

Add two one-digit number

Visualize, represent and

Multiplication and division

Select and appropriate

Visualize and dive the

Shape and space

Shapes are classified and

Shape and space

Interpret and create simple

Shapes and geometric

Position and movement

Estimate and compare

Compare objects using

Length, mass and capacity

Recognize and compare coins

Statistics and Probability

the week and the months of