Republic of the Philippines

Department of Education
Region IV - A CALABARZON
SCHOOLS DIVISION OF LAGUNA
DISTRICT OF NAGCARLAN
KABUBUHAYAN ELEMENTARY SCHOOL EXTENSION
Nagcarlan, Laguna

ELOISA A.VITERBO
Teacher II

Address: Purok 3, Brgy, C lumpang, Nagcarlan, Laguna

e-mail :kabubuhayan@gmail.com
Tel No. (049)521-0597, 0 9569116454
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF
MELCS

ACTIVITY 1:
Answer the following reflective questions in your Study Notebook:

1. The closure of schools around the world due to the global pandemic posed serious
challenges on the delivery of quality basic education. As a teacher, what do you
think are the fundamental concerns in terms of curriculum standards that need to be
addressed in order to ensure learning continuity? Cite a specific example. Do you
think these concerns could be solved by teachers alone? Why or why not?

Due to the serious crisis we’re experiencing the delivery of quality basic education is now
facing a lot of challenges. As a teacher, we must consider the fundamental concerns in
terms of curriculum standards in order to ensure learning continuity. That’s why the
Department of Education come up with the Learning Continuity Plan (LCP) to ensure that
the learners will meet the curriculum standards despite of the situation our country is
facing. The Education Department modify certain policies and practices necessary for us to
adapt to the new normal while still remaining rooted to the framework.
This concerns are cannot be solved by teachers alone, the Department of Education,
parents and other stakeholders must work hand in hand to surpassed these challenges
we’re facing.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools
nationwide, the congested curriculum has been a perennial problem of teachers
(Andaya, 2018). This is perceived to be one of the hindering factors on the poor
performance of Filipino learners. Do you agree with this observation? Why or why
not?

Yes I agree, with this observation. Ever since the K to 12 was implemented in our country
it added more years to our basic education system to follow the global trend. As a Grade 1
teacher, I find it difficult for my learners to absorb all the lessons that they need to learn in
a day. There are lots of competencies need to be mastered. They need more time to feed all
this learnings, but they only got limited to do so. We are squeezing too much to our
learners that they cannot longer take much input and results to poor performance.

ACTIVITY 2:
Familiarize yourself with the course reading on the Development and Design of the MELCs.
After going through the document, provide a brief and concise response to the following
guide questions. Write your answers in your Study Notebook.

1. What are the general and specific purposes of the development of MELCs?

The MELC’s is the Department of Education response to develop resilient

education system, most especially during emergencies and will enable to focus
instruction on the most essential competencies.

2. How does curriculum review aid in the identification of essential learning

competencies?

The curriculum review aid in the identification of essential learning competencies by

mapping the essential and desirable learning competencies within the curriculum. It also
helps to identify the pre-requisite knowledge and skills needed to prepare student for
essential learning competencies.

3. What is the difference between essential learning competencies and desirable

learning competencies?

Essential learning competencies are defined as what the students need,

considered indispensable in the teaching learning process to building skills to
equip learners for subsequent grade levels and subsequently, for lifelong
learning. On the other hand, desirable learning competencies were defined as
what may enhance education but may not be necessary in building foundation
skills.

4. How were the most essential learning competencies identified? What were
the decisions made in order to trim down the number of the essential learning
competencies further?

In determining the criteria for the selection of MELCs, the descriptor-

ENDURANCE- was considered the primary determining factors. They considered
the learning competencies if it remains with learners long after a test or a unit of
study is completed or it is useful beyond a single test or unit of study. Necessary
in this process is the decision whether a learning competency is to be retained,
merged, dropped or rephrase. As a general rule, a learning competency is
retained if it satisfies the endurance criterion that greatly contributes to life-long
learning and is pre-requisite skill to the next grade level. Two or more learning
competencies are merged or clustered if they have the same objective or learning
intention and can be combined into one comprehensive learning competency.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?

MELCs serves as the standard reference to determine the learning

approaches needed to help the diversity of learners.

ACTIVITY 3:
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to your instructional
needs. Copy and accomplish the following table in your Study Notebook and compare the two
documents to determine which learning competencies were retained, dropped, or merged.

K to 12 Learning
Competencies
6. visualizes, represents, and
Merged/Clustered compares two sets using the
expressions “less than,” “more
than,” and “as many as.”
7. visualizes, represents, and
orders sets from least to greatest
and vice versa.
MELCs
4.Compares two sets using the
expressions “less than”, “more
than”, and “as many as” and
orders sets from least to greatest
and vice versa
 12. visualizes, represents, and
compares numbers up to 100
using relation symbols.
13. visualizes, represents, and
orders numbers up to 100 in
increasing or decreasing order.
1.Visualizes and represents
Retained numbers from 0 to 100 using a
variety of materials.
8. Compares numbers up to 100
using relation symbol and orders
them in increasing or decreasing
order
1.Visualizes and represents
numbers from 0-100 using a
variety of materials.

3. identifies the number that is 2. Identifies the number that is

one more or one less from a one more or one less from a
given number. given number.

5. regroups sets of ones into sets 3.Regroups sets of ones into sets
of tens and sets of tens into of tens and sets of tens into
hundreds using objects. hundreds using objects.

9. reads and writes numbers up to 5. Reads and writes numbers up

100 in symbols and in words. to 100 in symbols and in words.

6. Visualizes and gives the place

10. visualizes and gives the place
value and value of a digit in one-
and two-digit numbers.
11. renames numbers into tens
and ones.
. 14. identifies the 1st , 2nd, 3rd,
up to 10th object in a given set
from a given point of reference.
16. recognizes and compares
coins and bills up to PhP100 and
their notations.
value and value of a digit in one-
and two digit numbers.
7. Renames numbers into tens
and ones.
9.Identifies the 1st, 2nd, 3rd, up
to 10th object in a given set from
a given point of reference
10. Recognizes and compares
coins and bills up to Php 100 and
their notations.

2.Counts the number of objects

in a given set by ones and tens. n/a
Dropped n
4. composes and decomposes a
given number. e.g. 5 is 5 and 0, 4
and 1, 3 and 2, 2 and 3, 1 and 4, 0
and 5.

8. visualizes and counts by 2s, 5s

and 10s through 100.

15. reads and writes ordinal

numbers: 1st, 2nd, 3rd up to 10th.

17. illustrates addition as “putting

together or combining or joining
sets”

ACTIVITY 4:
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any
questions about the MELCs that need clarification as well. Share your thoughts and let your co-
teachers articulate their insights regarding your questions.
Jot down all the insights shared in the discussion, including your own, in your Study Notebook.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING

OBJECTIVES

ACTIVITY 1:
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After
reading the document, provide a brief and concise response to the following guide questions in
your Study Notebook:

1. What is the importance of unpacking and combining the MELCs?

 The importance of unpacking and combining the MELCs is to systematize
learning activities and effectively address the varying needs of learners and the
challenges of instructional deliveries.

2. What considerations must be taken in unpacking and combining the MELCs?

Explain each.

 Alignment on the Content and Performance Standards- The MELCs are not a
departure from the standards-based design, which is one of the main features of the
K to 12 Curriculum. In fact, there are no MELCs without the content and performance
standards.
 Prerequisite knowledge and skills - It is worth noting that the identified
MELCs cater to higher order cognitive demands. As such, lower cognitive
demand may be considered first in creating learning objectives. This ensures that
prerequisite knowledge and skills that would enable the achievement of MELCs, and
eventually the content and performance standards, are addressed.
 Logical sequence of learning objectives - Since the intention of unpacking the
MELCs is to provide systematic learning experiences for learners, it is incumbent
that the unpacked learning objectives follow a logical sequence.

3. Do all the MELCs need to be unpacked or combined? Why or why not?

 Teachers may unpack or combine the MELCs, but it dependents on the lessons
and needs of the learners, it must attain the content and the performance
standard of the curriculum.

ACTIVITY 2:
1. Form a group of four members within your LAC, preferably with fellow teachers in
your respective learning area.

2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter
and unpack these into learning objectives.

3. Each team will present their unpacked learning objectives. Discussion and
processing will follow each presentation. Suggestions and insights from each group
will be considered in enhancing the learning objectives.
Repeat the above process but instead of unpacking, each team will now combine at least two
MELCs of their choice. Group deliberation will be observed in order to arrive at a consensus.
Discuss and jot down the synthesis of the presentations in your Study Notebook

ACTIVITY 3:
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.

Prepared by:

ELOISA A. VITERBO
Teacher I

MELC Learning Objectives

1. Visualizes and represents numbers A. demonstrates understanding of whole

from 0 to 100 using a variety of numbers up to 100, ordinal numbers up to
materials. 10th, money up to PhP100 and fractions
½ and 1/4.

B.1. is able to recognize, represent, and

order whole numbers up to 100 and
money up to PhP100 in various forms and
contexts.

C. is able to recognize, and represent

ordinal numbers up to 10th, in various
forms and contexts.