MATHEMATIC - K to 12 Curriculum Guide - Grade 7

7/31/2019 MATHEMATIC - K to 12 Curriculum Guide - Grade 7

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Republic of the PhilippinesDepartment of Education

DepEd Complex, Meralco AvenuePasig City

K to 12 Curriculum Guide

MATHEMATICS(Grade 7)

January 31, 2012


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K TO 12 MATHEMATICS

*K to 12 Curriculum Guide version as of January 31, 2012 2

CONCEPTUAL FRAMEWORK

Mathematics is one subject that pervades life at any age, in any circumstance. Thus, its value goes beyond the classroom and the school.Mathematics as a school subject, therefore, must be learned comprehensively and with much depth.

The twin goals of mathematics in the basic education levels, K-10 are Critical Thinking and Problem Solving. We adopt the definition of critical thinkingby Scriven and Paul (1987):

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluatinginformation gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

On the other hand, we define Problem Solving in mathematics using Polyas (1945 & 1962) definition:

Mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.

These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirablevalues and attitudes, and appropriate tools, recognizing as well the different contexts of Filipino learners.

There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and Number Sense,Measurement, Geometry, Patterns and Algebra, and Probability and Statistics.

The specific skills and processes to be developed are: Knowing and Understanding; Estimating, Computing and Solving; Visualizing and Modelling;Representing and Communicating; Conjecturing, Reasoning, Proving and Decision-making, and: Applying and Connecting.

The following values and attitudes are to be honed as well: Accuracy, Creativity, Objectivity, Perseverance, and Productivity.

We recognize that the use of appropriate tools is needed in teaching mathematics. These include: manipulative objects, measuring devices,calculators and computers, Smartphones and tablet PCs, and the Internet.

We define context as a locale, situation or set of conditions of Filipino learners that may influence their study and use of mathematics to develop criticalthinking and problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and practices, and learners priorknowledge and experiences.


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The framework is supported by the following underlying learning principles and theories: Experiential and Situated Learning, Reflective Learning,Constructivism, Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these theories.

Experiential learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. Experiential learning theorydefines learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of graspingand transforming experience" (Kolb, 1984, p. 41). Situated learning, theorized by Lave and Wenger, is learning in the same context on which concepts andtheories are applied.

Reflective learning refers to learning that is facilitated by reflective thinking. It is not enough that learners encounter real-life situations. Deeper learningoccurs when learners are able to think about their experiences and process these allowing them the opportunity to make sense and meaning of theirexperiences.

Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his own experiences and connectsthem to new ideas that are encountered.

Cooperative Learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task.

The mathematics curriculum allows for students to learn by asking relevant questions and discovering new ideas. Discovery and Inquiry-basedlearning (Bruner, 1961) support the idea that students learn when they make use of personal experiences to discover facts, relationships and concepts.


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Figure 1. The Conceptual Framework of Mathematics Education


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BRIEF COURSE DESCRIPTION

Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic and reasoning. Mathematics is also a

tool of science and a language complete with its own notations and symbols and grammar rules, with which concepts and ideas are effectively expressed.

The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra and Statistics and Probability.

Numbers and Number Sense as a strand includes concepts of numbers, properties, operations, estimation and their applications.

Measurement as a strand includes the use of numbers and measures to describe, understand and compare mathematical and concrete objects. It

focuses on attributes such as length, mass and weight, capacity, time, money and temperature among others, as well as applications involving perimeter,

area, surface area, volume and angle measure.

Geometry as a strand includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning and geometric

modeling and proofs.

Patterns and Algebra as a strand studies patterns, relationships and changes among shapes and quantities and includes the use of algebraic

notations and symbols, equations and most importantly, functions, to represent and analyze relationships.

Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables and graphs, understanding,

analyzing and interpreting data, dealing with uncertainty and making predictions and outcomes.

The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it provides necessary

concepts and life skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of our beloved country, the

Philippines.


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LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics

as applied, using appropriate technology, in problem solving, communicating, reasoning, making

connections, representations, and decisions in real life.

KEY STAGE STANDARDS:

K 3 4 6 7 10

The learner demonstrates understanding. . .

At the end of Grade 3, the learner demonstratesunderstanding and appreciation of key conceptsand skills involving whole numbers up to tenthousand, fractions, measurement, simplegeometric figures, pre-algebra concepts anddata representation and analysis as applied,using appropriate technology, in critical thinking,problem solving, reasoning, communicating,making connections, representations and

decisions in real life.


At the end of Grade 6, the learner demonstratesunderstanding and appreciation of key conceptsand skills involving rational numbers,measurement, geometric figures, pre-algebraconcepts, simple probability and data analysis asapplied, using appropriate technology, in criticalthinking, problem solving, reasoning,communicating, making connections,representations and decisions in real life.


At the end of grade 10, the learnerdemonstrates understanding and appreciationof key concepts and skills involving numbersense, measurement, algebra, geometry,probability and statistics, and trigonometry asapplied, using appropriate technology, incritical thinking, problem solving,communicating, reasoning, makingconnections, representations, and decisions in

real life.


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GRADE LEVEL STANDARDS:

Grade Level Grade Level Standards

KThe learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 20, space andmeasurement, simple geometric figures, pre-algebra concepts and data collection as applied, using appropriate technology, in criticalthinking, problem solving, reasoning, communicating, making connections, representations and decision in real life.

Grade 1

The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 100, fractions,measurement, simple geometric figures, pre-algebra concepts, data collection and representation as applied, using appropriatetechnology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in reallife.

Grade 2

The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 1 000, fract ions,

measurement and geometric figures, pre-algebra concepts, data collection, representation and analysis as applied, using appropriatetechnology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in reallife.

Grade 3

The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 10 000, fractions,measurement, geometric figures, pre-algebra concepts, data collection, representation and analysis as applied, using appropriatetechnology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in reallife.

Grade 4

The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 100 000,fractions, decimals including money, ratio, angles, plane figures like square, rectangle, and triangle, measurement (perimeter, area of

triangle, parallelogram and trapezoids, volume of cubes and rectangular prisms, pre-algebra concepts, data collection, representationand analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, makingconnections, representations and decisions in real life.

Grade 5

The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 10 000 000,fractions, decimals including money, ratio, percent, geometry (circles and five or more-sided polygons), measurement (circumference,area of circle, volume of cubes and rectangular prisms, temperature) ,pre-algebra concepts, data collection, representation andanalysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, makingconnections, representations and decisions in real life.


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Grade Level Grade Level Standards

Grade 6

The learner is expected to have mastered the concepts and operations on whole numbers; demonstrates understanding andappreciation of the key concepts and skills involving fractions, decimals including money, ratio and proportion, percent, rate, integers,geometry (spatial figures), measurement (surface area, volume, meter reading), pre-algebra concepts, data collection, representationand analysis, probability, expressions and equations as applied, using appropriate technology, in critical thinking, problem solving,reasoning, communicating, making connections, representations and decisions in real life.

Grade 7The learner demonstrates understanding of key concepts and principles of number sense, measurement, algebra, geometry,probability and statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating,making connections, representations and decisions in real life.

Grade 8The learner demonstrates understanding of key concepts and principles of algebra, geometry, probability and statistics as applied,using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representationsand decisions in real life.

Grade 9The learner demonstrates understanding of key concepts and principles of algebra, geometry, and trigonometry as applied, usingappropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations anddecisions in real life.

Grade10The learner demonstrates understanding of key concepts and principles of number sense, algebra, geometry, probability andstatistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, makingconnections, representations and decisions in real life.


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GRADE 7

Content Content Standards Performance Standards Learning Competencies

Numbers and Number Sense The learner demonstratesunderstandingof

the key concepts of sets, thereal number system,estimation / approximation ofa square of a number and themeasures of quantities, andthe applications of realnumbers to measurements.

The learner is able to

explore set concepts and setoperations.

The learner

describes and illustrates well-defined sets,subsets, universal set and the null set.

defines and describes the union andintersection of sets and the complement of aset.

uses Venn Diagrams to represent sets,subsets and set operations.

solves problems involving sets.

apply various procedures andmanipulations on the differentsubsets of the set of realnumbers.

describes and illustrates the absolute valueof a number on a number line as thedistance of the number from 0.

performs fundamental operations onintegers: addition, subtraction, multiplication,division.

states and illustrates the different propertiesof the operations on integers (commutative,associative, distributive, identity, inverse).

defines and illustrates rational numbers andarrange them on a number line.


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The learner demonstratesunderstanding of

The learner is able to The learner

expresses rational numbers (both repeatingand terminating/non-repeating and non-

terminating) from fraction form to decimalform and vice versa.

performs operations on rational numbersand illustrate their properties.

describes principal roots and tells whetherthey are rational or irrational.

determines between what two integers thesquare root of a number is.

estimates the square root of a number to thenearest tenth.

illustrates and graphs irrational numbers(square roots) on a number line with andwithout appropriate technology.

describes, represents and compares thedifferent subsets of real numbers.

finds the union, intersection and complement

of the set of real numbers and its subsets.

arranges real numbers in increasing ordecreasing order.

determines the significant digits in a givensituation.


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writes very large or very small numbers inscientific notation.

describes and represents real-life situationswhich involve integers, rational numbers,square roots of a rational numbers andirrational numbers.

solves problems involving real numbers.

Measurement the different types ofmeasures.

extend concepts ofmeasurements to includedifferent types of measuresand all the subsets of the setof real numbers to solvemeasurement problems.

describes what it means to measure.

describes the development of measurementfrom the primitive to the present internationalsystem of units.

estimates or approximates the measures ofquantities particularly length, weight/mass,volume, time, angle and temperature.

uses appropriate instruments to measurequantities such as length, weight/mass,volume, time, angle and temperature.

converts measurements from one unit toanother for each type of measurementincluding the English system.

solves problems involving measurementssuch as perimeter, area, weight, time,speed, temperature, volume/capacity andutilities usage (meter reading).


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Algebra The learner demonstratesunderstanding of

the key concepts of algebraic

expressions as applied insolving problems.


simplify and evaluatealgebraic expressions in one

or more variables.

The learner

translates verbal phrases to mathematicalphrases and vice versa.

differentiates between constants andvariables in a given algebraic expression.

evaluates algebraic expressions for givenvalues of the variables.

explore the concept of andmanipulate polynomials.

gives examples of polynomials, monomial,binomial, trinomial.

identifies the base, coefficient, terms and

exponents in a given polynomial.

defines and interprets the meaning of anwhere n is a positive integer.

derives inductively the laws of exponents(Exponents restricted to positive integers).

illustrates the laws of exponents.

adds and subtracts polynomials.

multiplies and divides polynomials.

finds inductively using models the (a)product of two binomials; (b) product of asum and difference of two terms; (c) squareof a binomial; (d) cube of a binomial; (e)product of a binomial and a trinomial.


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finds algebraically the (a) product of twobinomials; (b) product of a sum anddifference of two terms; (c) square of abinomial; (d) cube of a binomial; (e) productof a binomial and a trinomial.

solve equations andinequalities.

differentiates between mathematicalexpressions and mathematical equations.

translates English sentences tomathematical sentences and vice versa.

differentiates between equations andinequalities.

defines and illustrates the meaning ofabsolute value.

finds the solution of an equation or inequalityinvolving one variable, including one thatinvolves absolute value (a) from a givenreplacement; (b) intuitively by guess and

check; (c) by algebraic procedures (applyingthe properties of equalities and inequalities);(d) graphing.

solves problems that use equations andinequalities.


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Geometry The learner demonstratesunderstanding of

the key concepts of geometry

of shapes and sizes,geometric construction andthe application ofmeasurements in geometricfigures.


analyze and investigate in amore formal environment the

basic concepts in geometry.

The learner

represents a point, line and plane usingconcrete and pictorial models.

defines, identifies and names the subsets ofa line.

illustrates, names, identifies and defines thedifferent kinds of angles.

derives relationships of geometric figuresusing measurements and by inductivereasoning: supplementary angles,complementary angles, equal angles,adjacent angles, linear pairs, perpendicular

lines and parallel lines.

derives relationships between vertical anglesand among angles formed by parallel linescut by a transversal using measurement andby inductive reasoning.

analyze and investigate thedifferent kinds of triangles,quadrilaterals, convex

polygons and circles.

uses a compass and straightedge to bisectline segments and angles and constructperpendiculars and parallels.

classifies triangles according to their anglesand according to their sides.

illustrates, names and identifies differentkinds of triangles and define the termsassociated with a triangle.


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derives relationships among the sides andangles of a triangle using measurement and

inductive reasoning.

illustrates, names and identifies the differentkinds of quadrilaterals.

derives relationships among the angles andamong the sides of a quadrilateral usingmeasurement and inductive reasoning.

defines and illustrates convex polygons.

derives the relationship of exterior andinterior angles of any convex polygon usingmeasurement and inductive reasoning.

illustrates a circle and defines the termsrelated to it: radius, diameter, center, arc andcentral angle.

Statistics and Probability the key concepts, uses andimportance of statistics andprobability, data

collection/gathering and thedifferent forms of datarepresentation.

engage in statisticalinvestigations.

explains the basic concepts, uses andimportance of Statistics.

poses questions and problems that may beanswered using Statistics.

collects or gathers statistical data andorganizes the data in a frequency tableaccording to some systematicconsiderations.


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uses appropriate graphs to representorganized data: pie chart, bar graph, line

graph and a histogram.

finds the mean, median and mode ofstatistical data.

describes the data using information fromthe mean, median and mode.

analyzes, interprets accurately and drawsconclusions from graphic and tabularpresentations of statistical data.


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GLOSSARY

Accuracy the quality of being correct and precise.

Applying the skill of using concepts, procedures, algorithms and other mathematical constructs on practical situations and phenomena.

Communicating the use of notations, symbols, figures, equations and functions to convey mathematical ideas.

Computing the skill of calculating using correct algorithms, procedures and tools to arrive at a final exact result.

Conjecturing the skill of formulating mathematical theories that still need to be proven.

Connecting the skill of integrating mathematics to other school subjects and other areas in life.

Constructivism the theory that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connects them to new

ideas that are encountered.

Context- a locale, situation or set of conditions of students that may influence their study and use of mathematics to develop critical thinking and problem

solving skills.

Cooperative Learning- learning that is achieved by working with fellow learners as they all engage in a shared task.

Creativity the skill of using available procedures in Mathematics and non-conventional methods to solve a problem and produce answers.

Critical Thinking- the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating

information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Scriven &

Paul, 1987).

Decision-making the skill of arriving at a choice or decision based on sound, logical procedures and mathematical analyses.

Discovery Learning learning that is achieved by allowing students to discover new ideas using their experiences (Bruner, 1961).

Estimating the skill of roughly calculating or judging a numerical value or quantity.


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Experiential Learning learning that occurs by making sense of direct everyday experiences (Kolb, 1984)

Inquiry-based Learning learning that focuses on students asking questions and finding answers to their questions using their personal experiences.

Knowing and Understanding meaningful acquisition of concepts that include memorizing and recalling of facts and procedures

Mathematical Problem Solving- finding a solution to a problem that is unknown (Polya, 1945 & 1962).

Modeling the use of functions and graphs to represent relationships between and among quantities in a phenomenon.

Objectivity the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by subjective

conditions.

Perseverance firmness in finishing a task despite diff iculties and obstacles.

Productivity the quality of pursuing an activity to arrive at a meaningful and useful result or product.

Proving the skill of demonstrating the truth or falsity of a theory using reasoning and arguments.

Reasoning the process of explaining using sound analyses, following the rules of logic.

Reflective Learning learning that is facilitated by deep thinking.

Representing the use of figures and shapes, variables, equations and functions to concretize and illustrate quantities and their relationships.

Situated Learning learning in the same context on which concepts and theories are applied.

Solving to find the answer to an algebraic or mathematical problem using any procedures and tools available.

Visualizing- using ones creativity and imagination to produce images, pictures and other means to represent and understand mathematical concepts

(MATHTED & SEI, 2010).

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References

Bruner, J. S. (1961). "The act of discovery". Harvard Educational Review 31 (1): 2132.

Chamberlin, S. A. (n.d.) What is problem solving in the mathematics classroom. Retrieved July 19, 2011, fromhttp://74.125.153.132/search?q=cache:TKX2hdSKJ- gJ:people.exeter.ac.uk/PErnest/pome23/Chamberlin%2520What%2520is%

2520Math%2520Prob%2520Solving.doc+mathematical+Problem+Solving+ definition&cd=10&hl=tl&ct=clnk&gl=ph.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.

MATHTED & SEI. (2010). Mathematics framework for Philippine basic education. Manila: SEI & MATHTED.

Polya, G. (1945). How to Solve It. Princeton, NJ: Princeton University Press.

Polya, G. (1962). Mathematical discovery: On understanding, learning and teaching problem solving: Volume I. New York: John Wiley and Sons, Inc.

http://www.criticalthinking.org/aboutct/define_critical_thinking.cfm

K TO 12 MATHEMATICS
http://www.criticalthinking.org/aboutct/define_critical_thinking.cfmhttp://www.criticalthinking.org/aboutct/define_critical_thinking.cfmhttp://www.criticalthinking.org/aboutct/define_critical_thinking.cfm


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CURRICULUM DEVELOPERS/WRITERS/REACTORS/REVIEWERS in the DEVELOPMENT of K to 12 CURRICULUM -MATHEMATICS

A. Workshop on the Finalization of Learning Competencies

Venue: Development Academy of the Philippines,Tagaytay City

Date: August 8-12, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Remylinda Soriano Education Program Specialist I DCS - Manila

2. Teresita Tagulao Education Program Specialist I DCS - Pasig

3. Robesa Hilario Education Program Specialist DepEd BEE CDD

4. Elizabeth Catao Education Program Specialist DepEd BSE CDD

5. Sonia Javier Head Teacher III JSHS

6. Melvin Callanta Head Teacher VI Mangaldan High School

7. Nicanor San Gabriel Jr. Teacher I Araullo High School

8. Dr. Maxima Acelajado Professor De La Salle University

9. Dr. Catherine Vistro Yu Professor I Ateneo De Manila University

10. Lydia Landrito Science Education Specialist University of the Philippines - NISMED

11. Dr. Florante C. Marmeto Principal IV Sucat Elementary School

B. Workshop on the Development of Learning Competencies and Teaching GuidesVenue: Development Academy of the Philippines,Tagaytay CityDate: July 18-22, 2011


1. Teresita P. Tagulao D.O. Pasig City

2. Remylinda T. Soriano D.O. Manila

3. Melvin Calanta Mangaldan High School

4. Nicanor M. San Gabriel Jr. Araullo High School

5. Maxima J. Acelajado DLSU

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6. Elizabeth Catao BSE

7. Sonia E. Javier JSHS

8. Catherine P. Vistro - Yu Ateneo de Manila

9. Robesa Hilario BEE - CDD

10. Thomas Manuel L. Quiton BEE

C. Workshop on the Development of Learning Competencies Grades K to 3Venue: Development Academy of the Philippines,Tagaytay CityDate: July 11-15, 2011


1. Teresita P. Tagulao D.O. Pasig City

2. Remylinda T. Soriano D.O. Manila

3. Robesa Hilario BEE - CDD

4. Abelardo B. Medes BEE CDD5. Thomas Manuel L. Quiton BEE

D. Experts Review of the Curriculum StandardsVenue: Bulwagan ng Karunungan, DepEd Complex, Pasig CityDate: July 15, 2011


1. Dr. Evangeline P. Bautista Associate Professor Ateneo de Manila University

2. Mr. Melvin M. Callanta DepEd BSE

3. Ms. Elizabeth G. Catao DepEd BSE4. Sr. Iluminada C. Coronel President Mathematics Teachers Assoc. of the Phils.

5. Dr. Rosemarievic V. Diaz Philippine Normal University

6. Ms. Janet D. Dionio Manuel Roxas High School

7. Dr. Ruth G. de Lara Retired Education Supervisor DCS Manila

8. Mr. Emmanuel V. Dionisio Head Teacher III A.F.G. Bernardino Memorial Trade School

9. Dr. Juanita A. Ferido Education Supervisor II DepEd NCR

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10. Dr. Flordeliza F. Francisco Assistant Professor Ateneo de Manila University

11. Dr. Ian June L. Garces Associate Professor Ateneo de Manila University

12. Dr. Milagros D. Ibe UP Diliman and Miriam College

13. Dr. Sonia E. Javier Juan Sumulong High School

14. Dr. Ma. Nympha B. Joaquin UP Diliman

15. Ms. Lydia M. Landrito Science Education Specialist UP NISMED

16. Dr. Queena N. Lee-Chua Professor Ateneo de Manila University

17. Dr. Auxencia A. Limjap De La Salle University

18. Dr. Gladys C. Nivera Professor I Philippine Normal University

19. Mr. Nicanor M. San Gabriel Jr. DepEd BSE-CDD

20. Ms. Revie G. Santos Master Teacher II Rizal High School

21. Dr. Cornelia C. Soto Ateneo de Manila University

22. Dr. Merle C. Tan Director UP NISMED

23. Dr. Soledad A. Ulep UP NISMED

24. Dr. Catherine P. Vistro-Yu Professor Ateneo de Manila University25. Dr. Aida A. Yap UP NISMED

E. Writeshop on the Finalization of the Curriculum StandardsVenue: Regional Education Learning Center, Region IV-A (CALABARZON), Malvar, BatangasDate: May 19-21,2011





4. Lydia M. Landrito Science Education Specialist University of the Philippines

5. Remylinda T. Soriano Education Program Supervisor I DCS Manila

6. Revie G. Santos Master Teacher II Rizal High School

7. Emmanuel V. Dionisio Head Teacher III/ Documentor A.F.G. Bernardino Memorial Trade School

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F. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and StandardsVenue: Development Academy of the Philippines,Tagaytay CityDate: May 10-13,2011





9. Nicanor M. San Gabriel BSE CDD

10. Elizabeth Catao BSE CDD

11. Abelardo B. Medes BEE CDD

12. Robesa R. Hilario BEE CDD

13. Revie G. Santos Master Teacher II Rizal High School

14. Emmanuel V. Dionisio Head Teacher III/ Documentor A.F.G. Bernardino Memorial Trade School

G. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards1. Regions IV-A, IV-B,V and NCR

Venue: BulwaganngKarunungan, DepEd Complex, Meralco Avenue, Pasig CityDate: April 27, 2011


1. Maria Gregoria P. Malihan St. Jude Catholic School

2. Loreto S. Sauz UST EHS

3. Arnold G. Gerance AurolioArago, Oriental Mindoro

4. Cheryl G. Pauericio Division of Legazpi City

5. Abella A. Amican Niogan Elementary School

6. Arnulfo G. Mariano Division of Valenzuela City

7. Sr. Iluminada C. Coronel MTAP

8. Revie G. Santos Rizal High School

9. Juanita A. Ferido Dep. Ed. NCR

10. Larry Samala Dep. Ed. R-IVB

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11. Ian June L. Garces Ateneo de Manila University

2. Regions I,II,III and CARVenue: TeachersCamp, Baguio CityDate: April 29, 2011


1. Carmelita S. Domantay Dagupan City NHS Dagupan City

2. Rubielyn L. BabaranEnrile North Central School Enrile,

Cagayan

3. Romel L. RicardoRegional Science High School

Tumauini, Isabela

4. Janette T. FerminSt. Paul University Philippines

Tugeugarao City

5. Nestor A. Paat ESP II DepEdTugeugarao City

6. Nestor G. Villaflor ESP I DepEd Div. Office, Ilocos Sur7. Nestor P. Nuesca ESP II DepEd RO III

8. Janice Q. Nonog Teacher IITabuk c/s, Dagupan West, Tabuk City,

Kalinga

9. Ofelia A. Dolo Master Teacher II La Trinidad, Benquet, CAR

10. Jenny Jesusa J. Catubay Master Teacher II Sta. Maria Elem. School

11. Arnel R. LumboUniversity of the Cordilleras Grade School

Baguio City

12. Susana E. Vanhoutte SLU Lab. High School

13. Norma Maria P. RutabUniversity of the Cordilleras

Baguio City14. Daniel D. Peredo Dept. Head Benguet NHS, La Trinidad, Benquet

15. Lauro C. Cruz Dept. HeadSacred Heart Academy

Poblacion, Sta. Maria, Bulacan

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3. Regions VI, VII and VIIIVenue: Ecotech Center, Lahug, Cebu CityDate: May 4, 2011


1. Rosemary S. Achacoso Education Program Supervisor Maasin City Division Region VIII

2. Feliciaro C. Buenate Jr. Education Program Supervisor RO VI Western Visayas

3. Rufa T. TemblorSt. Francis of Assisi School

Lahug, Cebu City. Region VII

4. Ma. Emilie S. GepisonLeon Elem. School

Division of Iloilo, Region VI

5. Jose Leover S. IllutSan Roque Child Devt SchoolYatiIliloan, Cebu Region VII

6. Ann Marie C. Bandola EPS I Math City of Naga Division, Region VII

7. Jeremy M. MovillaOrmoc City Central School

Ormoc City Division, Region VIII

8. Romao D. Castante Calbayog City NHSCalbayog City Division RO VIII

9. Suzette C. MartinezInocencio V FerrerMem. School of Fisheries

Talisay City, Neg. Occ., Div. of Neg. Occ.

10. Andreo G. AbaGuihulangan National Agricultural SchoolPlagatasanon, Guihulangan City, Neg. Or.

Div. of Guih. City

11. Cesar L. SanchezUniversity of San Jose Recoletos

BasakPardo, Cebu City

12. Adonis A. TorresTanjay City Science High School

Tanjay City Schools Division Region VII

13. Lita B. Morales Don Carlos Ledesma NHSSan Carlos City, Neg. Occ. Region VI

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4. Regions IX,X and ARMMVenue: Regional Education Learning Center, Cagayan de Oro CityDate: May 5, 2011


1. Susan P. Kuyong DepEd Sulu II

2. Arnel L. Agaug DepEd

3. Rudilene D. Cael DepEd

4. Evelyn T. Villa DepEd

5. Ma. Theresa B. Miranda DepEd

6. Noelli B. Yap The Abbas Orchard School

7. Reymundo B. Gimena DepEd Dinagat Division

8. Gilda L. Taboclaon Dep. Ed

9. Rogelio J. Bahian Dep. Ed. R X

10. Maria Conchita P. Bas CUBED

11. Editha J. Amper Corpus Christi School12. Rhodora S. Amantorno OLLES

13. Reymundo B. Gimena Dep. Ed. Dinagat Island

14. Rosalina V. Eviota Dep. Ed. Dinagat Island

15. Arnold C. Solen Dep. Ed. Agusan del Norte

16. Noelli B. Yap The Abbas Orchard

5. Regions XI,XII, ARMM (ShariffKabunsuan,Maguindanao)Venue: Regional Education Learning Center, Davao City and CARAGA

Date: May 6,2011


1. Reynante A. Solitario DepEd ROXI, EPS

2. Araceu J. Dinopol DepEdSarangani Division Region XII

3. Junelo C. Fornolles Samal NHS Ibalos Region XI

4. Agnes B. Ortega, RN Cotabato City Region XII

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5. Aida M. Pescado MAG. I

6. Nempha F. GonzalesDavao Christian Learning Center, Davao

City

7. Abdul Aziz H. IyaBureau of Elementary Education DepEd

ARMM RO

8. Levi B. ButihenPolomolok West District Division of South

Cotobato

9. Eduard C. AmoguisEPS Math Division of Davao del Norte

Region XI

10. Genelyn H. Morante Sultan Kudarat Division

11. Glenn A. Bisnan DepEd ROXII EPS

H. Workshop on the K to 12 Curriculum MappingVenue: Development Academy of the Philippines, Tagaytay CityDate: March 16-18, 2011


1. Abelardo Medes SDD BEE

2. RobesaHilario CDD BEE

3. ForcefinaFrias CDD BEE

4. RanteMamerto Division of Muntinlupa

5. Elizabeth Catao CDD BSE

6. Melvin Callanta Mangaldan NHS Pangasinan

7. Sonia Javier Division of Quezon City

8. Dr. Maxima Acelajado Dela Salle University Taft

9. Dr. Ruth Lara World Bank Consultant TUP Retired Professor

10. Ms. Lydia Ladrito UP NISMED

11. Dr. Carmela Oracion Ateneo de Manila Univ

12. Dr. Ronald San Jose UP College of Edu (UPIS)

13. Jannet Labu CDD BEE

SECRETARIAT

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NAME DESIGNATION

1. Rachelle C. Fermin DepEd

2. Prescy Ong DepEd

3. Frederick G. Del Rosario BAHS DepEd Support Staff

4. Emmanuel V. Dionisio AFGBMTS DepEd Support Staff

5. Magdalena Mendoza DAP

6. Tristan Suratos DAP

7. Kimberly Pobre DAP

8. Cristina Villasenor DAP

9. Lani Garnace DAP

10. Kidjie Saguin DAP

11. Maria Boncan Accountant, DepEd

12. Daylinda Guevarra Accountant, DepEd

13. Fenerosa Maur Accountant, DepEd

14. Divina Tomelden Accountant, DepEd15. Nilva Jimenez Disbursing Officer, DepEd

FACILITATORS/SUPPORT TEAM

NAME DESIGNATION

1. Irene C. De Robles CDD BEE

2. Jose Tuguinayo, Jr. CDD BSE3. Marivic Abcede CDD BSE

4. Mirla Olores SPED BEE

5. Simeona Ebol CDD BEE

6. Fe Villalino SDD BEE

ADVISORY TEAM

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NAME DESIGNATION

1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC

2. Dr. Lolita Andrada Director, BSE DepEd, Pasig

3. Dr. Angelita Esdicul Director, BEE DepEd, Pasig

4. Dr. Ricardo de Lumen OIC, Director III Tech Voc, DepEd

5. Dr. Paraluman R. Giron Chair, K 10 TWG

6. Dr. Avelina T. Llagas Consultant, TEC, DepEd

7. Dr. Dina Ocampo Dean, COE, UP Diliman

8. Dr. Ester B. Ogena President, PNU

9. Dr. Brenda B. CorpuzTechnical Adviser to the Office of USEC, Pograms and

Standards

10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov.

11. Dr. Merle Tan Director, UP NISMED

12. Dr. Cristina Padolina President, CEU

13. Mr. Napoleon Imperial CHED

14. Diane Decker Consultant, MTB MLE

15. Dr. Nelia Benito Director, NETRC16. Dr. Socorro Pilor Director, IMCS

17. Dr. Beatriz Torno Executive Director, TEC

18. Dr. Carolina Guerrero Director, BALS

19. Dr. Irene Isaac Director, TESDA

20. Dr. Imelda Taganas Director, TESDA

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Documents

MATHEMATIC - K to 12 Curriculum Guide - Grade 7