SCHOOL OF SAINT JOSEPH (NAGUILIAN, ISABELA) ,INC.

QUEZON, NAGUILIAN, ISABELA

CURRICULUM MAP IN MATHEMATICS 10

S.Y. 2019-2020
Prepared by: Yvette Marie Yaneza Nicolas, LPT

KEY STAGE STANDARD

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (sets and real numbers); measurement (conversion
of units); patterns and algebra (linear equations and inequalities in one and two variables, linear functions, systems of linear equations, and inequalities in two variables,
exponents and radicals, quadratic equations, inequalities, functions, polynomials, and polynomial equations and functions); geometry (polygons, axiomatic structure of
geometry, triangle congruence, inequality and similarity, and basic trigonometry);statistics and probability (measures of central tendency, variability and position;
combinatorics and probability) as applied - using appropriate technology - in critical thinking, problem solving, communicating, reasoning, making connections, representations,
and decisions in real life.
GRADE LEVEL STANDTARD
The learner demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial equations, and polynomial
functions); geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability, and measures of position) as applied - using appropriate
technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
QUARTER/UNIT: 3 UNIT FRAME:
UNIT TITLE: PLANE COORDINATE GEOMETRY
CONTENT STANDARD PERFORMANCE STANDARD
The learner demonstrate understanding of key concepts of coordinate geometry. The learner is able to formulates and solve problems involving geometric figures on
the rectangular coordinate plane with perseverance and accuracy.

KEY UNDERSTANDINGS LEARNING

VALUES
LESSON KEY QUESTIONS COMPETENCIES/21ST ASSESSMENT LEARNING STRATEGIES CODE
INTEGRATION
CENTURY SKILLS
Plane Core Questions The learner… U1 – U2. For Slope of a
Formative Assessment The importance of
Coordinate Students will keep U1. Recalls the concept Line
Processing Questions cooperation
Geometry considering the associated to the 1. Small group
 Ask questions about the lesson
U. Slope of a following questions: Cartesian Coordinate Discussion
on line and its slope to Show pictures of
line CQ1. How are the system. Create a
determine whether the slopes in the real
concept of plane responsive class
students understand the topic world such as
coordinate geometry U2. Applies the slope of by discussing
before taking up another topic. pictures of
applied in the real a line formula to some Cartesian
mountains, roads,
world? geometric problems. Coordinate
  Encourage students to ask System, definition driveways and
Core Understanding questions whenever they are of slope, the many others.
Students will confused or the lesson is not position of the
understand that… clear to them. In this way, you line when slope is
CU1. The Cartesian can informally assess their positive,
coordinate system is understanding of the lesson on negative, zero,
needed to be able to plane coordinate geometry. and undefined.
connect Geometry with
algebra. Seatwork 2. Classroom
 Ask them to do the Written Discussion
CU2. Knowledge of Math A Exercises. During Discuss Exercises
slopes and lines is seatwork, move around the 4.1 – Mental
needed in landscaping, class to check their work. Math
building roads and
architecture. Small group work 3. Seatwork on the
 Divide the class into small Written Math
groups Ask each to do Exercises.
Exercises Written Math C
and D.

Peer Assessment
 Ask the students to exchange
papers. Allow them to check
each other’s work.
V1. Transforms each Classroom Discussion The importance of
Classroom Discussion
linear equation to  This can be done after the being attentive
1. Create a responsive
standard form. group work. Assess the
class by having a
students understanding of The importance of
discussion on
V2. Writes an equation the lesson by listening being honest
transforming a linear
V. Line and its of the line in slope – carefully to their responses.
equation to standard
Slope intercept form and in
form writing an
standard form. Exit Slip
equation in slope –
 Ask the students to write
intercept form.
V3. Solve problems what they have learned and
involving linear what they have not
2. Seatwork
equation. understood in the lesson on
 plane coordinate geometry. Odd – numbered
Re teach the lesson if exercise of Exercises
needed. 4.2.

Summative Assessment
Teacher – made – test
 Create a made – test on plane
coordinate geometry.
Incorporate some of the
questions in the fourth unit
test t encourage students to
practice solving the exercises
and problems at the end of
the unit.
Classroom Discussion
Other way to assess students 1. Create a responsive
W. The Distance W1. Derives the
understanding of the lesson on class by discussing M10GE – IIIa – 1
Formula distance formula
Plane Coordinate Geometry the derivation of the
distance Formula.
W2. Finds the distance
1. Responses to Mental Math Encourage students
between two points.
Exercises. to do some board
2. Assignments using Written works.
math Exercises
3. Results of Quizzes Group work
4. Periodical tests. 1. Have the students do
Exercises 4.3.

X. The Midpoint Pair Activity

X1. Derive the midpoint
Formula 1. Have the students do
formula
Exercise 4.4.
X2. Finds the midpoint
Classroom discussion
between two given
points.
Board work
Y. Circles in the Y1. Illustrate the center Pair Activity
M10GE – IIIa – 1
Coordinate – radius form of the Ask the students to do
Plane equation of the circle. Written Math Exercises
4.6.
Y2. Determines the
M10GE – IIIb – 2
center and radius of a
circle given its equation,
and vice versa.
M10GE – IIIb – 3
Y3. Graph a circle and
other geometric figures
on the coordinate
plane.
M10GE – IIIb – 4
Y4. Solve problems
involving geometric
figures on the
coordinate plane.

QUARTER/UNIT: 3 UNIT FRAME:

UNIT TITLE: COUNTING PROBABILITY AND PROBABILITY TECHNIQUES
CONTENT STANDARD PERFORMANCE STANDARD
The learner demonstrate understanding of key concepts of combinatorics and The learner is able to use precise counting technique and probability in formulating
probability. conclusions and making decisions.

KEY UNDERSTANDINGS LEARNING

VALUES
LESSON KEY QUESTIONS COMPETENCIES/21ST ASSESSMENT LEARNING STRATEGIES CODE
INTEGRATION
CENTURY SKILLS
Z. Reviewing Core Questions 1. Count the numbers Classroom Discussion The important of
Probing Questions
the Students will keep of occurences of an  Discuss how to count being attentive
 Ask probing questions to
Fundamental considering the event using; the number of during classroom
determine how much the
Principle of following questions: a) Table occurrence of an discussion.
students know about
Counting b) Tree diagram event using;
CQ1. How useful are
combinatorics and
probability in real life?
2. Uses the
CQ2. What makes the
key concepts of
combinatorics and
probability important?
Core Understanding
Students will
understand that:
CU1. Combinatorics and
probability are used in
solving real – life
problems.
c) Systematic combinatorics and a) Table The importance of
listing probability. b) Tree diagram cooperation when
 Elicit questions from the c) Systematic listing doing a group
students to be able to Discuss examples 1 – work.
fundamental assess their thinking and 3 on pages 334 and
principles of their understanding of the 335. The importance of
counting. lesson on combinatorics carefulness when
and probability.  Discuss on the counting the
principles of counting. number of
Seatwork Discuss example 4. occurrences of
 During seatwork, move events.
around the class to check Seatwork
the students work. In this  Let them do odd – The importance of
way, you will be able to numbered Written being friendly.
know whether they are Math of Exercise 5.1.
ready for the next lesson. Tell the students to
treat their partners
Small group activity as their friends.
 Divide the class into small
groups. Encourage the The need to be
members to work with responsible.
the other members.
Listen to what they are
discussing to gauge what
they know about the
lesson.
Peer Assessment
 When all groups are done
with their works, each
group will be asked to
present its work to the
whole class. The other
group will assess the
presentation.
AA.
M10SP – IIIc – 1
Permutation Classroom Discussion
1. Illustrates the Classroom Discussion Concern for others.
Discuss the meaning of
permutation of  This can be done after the
permutation and the 6
objects. group work Assess the The importance of
permutations of the 3
students understanding of a joint effort in M10SP – IIIc – 2
letters. F, B and O taken 2
2. Derives formula for the lesson by listening doing a task.
at a time. See page 343.
finding the number carefully to their responses
of permutations of to questions asked during The need to be
Discuss examples 1 and 2
n objects taken r at the discussion. independent.
on page 343 and 344.
a time. M10SP – IIIc – 3
Exit Slips
Discuss n factorial,
3. Solve problems  Ask the students to write
Permutation of n things
involving what they have learned
not all different and
permutation and what they have not
circular permutations.
understand in the lesson.

Group work
Have them do odd
numbered exercise of
Written Exercise 5.2.

1. Illustrates the Classroom Discussion M10SP – IIIc – 4

combination of Other ways to assess students  Compare
objects. understanding of the lesson on permutation with
combinatorics and probability. combination and
2. Differentiate discuss the M10SP – IIId – 1
AB. permutation from 1. Responses to Mental Math illustration on page
Combination combination of n Exercises. 360 and the
objects taken r at a 2. Assignments using Written illustration on
time. Math Exercises. pages 361 and 362.
3. Results of Quizzes M10SP – IIIcd– 2
3. Derives the formula 4. Periodic Exams  Unlock the meaning
for finding the of combination
number of through the use of
combination of n examples. Use
 objects taken r at a examples 1 – 5 on
time. pages 363 – 366.

4. Solve problems  Discuss

involving combination of n M10SP – IIId – 3
permutations and objects taken one
combinations. or more at a time as
well as its proof.

 Discuss example 6
on page 368.

Individual work
 Odd numbered
exercises of Written
Math Exercises.
AC. Events and Classroom Discussion
1. Illustrates events,
their operations  Discuss the meaning M10SP – IIId – 1
union, and
of sample space
intersection of
using the
events.
experiment of
2. Finds the
tossing a single coin.
cardinality of the
Show possible
union of two sets
outcomes using tree
A and B.
diagram.

 Discuss mutually
exclusive event by
rolling a die and
letting event A be
the event that an
even number turns
up and event B be
the event that an
odd number
 appears. Determine
the possible
outcomes and draw
a Venn diagram to
illustrate they are
mutually exclusive.

 Illustrate union and

intersection of
events using Venn
diagrams.

 Discuss Cardinality
of sets.
a. Cardinality of the
union of two
finite sets that are
not disjoint sets.
b. Cardinality of
union of two
finite sets that are
not disjoint.
Seatwork
 Odd - numbered
Exercises Of
Written Math
Transfer Goal
Students will be able to independently use their learning to apply knowledge and skills of counting techniques and probability in formulating conclusions and making
decisions at home, in school, and in the community, and solve routine and non – routine problems.

Performance Task
Anti – gambling advocates fight gambling addiction by considering moral issues of gambling, and other problems related to gambling as possible areas for convincing
people to do away with gambling habits. You are to convince the parents that in gambling, there are more losers than winners by making them understand the
mathematical computation of determining the winner in gambling.