1. THE GRADE 9 CURRICULUM Understanding and Appreciating the CF, CG, LM and TG (Mathematics) 24 April, 2014

2. DEPARTMENT OF EDUCATION

3. DEPARTMENT OF EDUCATION 4 Pics 2 Words

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7. DEPARTMENT OF EDUCATION C O N AE LC P T U OER RF M WA K

8. DEPARTMENT OF EDUCATION AE LCNO P T UC KOER RF M WA Youve guessed the word.

9. Objectives DEPARTMENT OF EDUCATION 1.1. discuss the subject area Conceptual Frameworkdiscuss the subject area Conceptual Framework 2.2. familiarize with the content of the CG, TG, andfamiliarize with the content of the CG, TG, and LMLM 3.3. show appreciation of the curriculum inshow appreciation of the curriculum in developing and producing a holistic Filipinodeveloping and producing a holistic Filipino learner/childlearner/child

10. Activity 1 (Group Work) DEPARTMENT OF EDUCATION 1. Draw a caricature of what you envision Filipino Math learners should be ten years from now. 2. Brainstorm as a group to come up with only one vision and discuss how this can be achieved. 3. Present the output to the class.

11. DEPARTMENT OF EDUCATION How do you feel about your group output? Why?

12. DEPARTMENT OF EDUCATION Do all groups have the same visions for our Filipino Math learners? What are these common visions?

13. DEPARTMENT OF EDUCATION How can this vision be achieved?

14. DEPARTMENT OF EDUCATION What is your role in realizing this vision?

15. DEPARTMENT OF EDUCATION What have you realized from this activity?

16. The K to 12 Curriculum Framework DEPARTMENT OF EDUCATION

17. Conceptual Framework of Mathematics Education DEPARTMENT OF EDUCATION

18. Twin Goals of Mathematics DEPARTMENT OF EDUCATION

19. is 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. is 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. Twin Goals of Mathematics DEPARTMENT OF EDUCATION

20. Twin Goals of Mathematics is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown. is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown. DEPARTMENT OF EDUCATION

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28. knowing and understanding estimating, computing and solving visualizing and modeling representing and communicating conjecturing, reasoning, proving and decision-making applying and connecting DEPARTMENT OF EDUCATION

29. Manipulative objects Measuring devices Calculators and computers Smartphones and tablet PCs Internet DEPARTMENT OF EDUCATION

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32. DEPARTMENT OF EDUCATION Activity 2 (Group Work) As a group, study the material assigned to you (CG, LM or TG). Brainstorm to come up with output based on the following template and report your output. Material Elements Description/Your general understanding

33. DEPARTMENT OF EDUCATION 1. How did you find the activity? Why? 2. What can you say about the CG, TG and LM as presented? What commonality did you find in your answers? 3. How do you compare these materials to the one/s you used previously? 4. How will these materials help you in teaching the subject?

34. DEPARTMENT OF EDUCATION 6. What more do you need to address these difficulties and be able to deliver the curriculum effectively? 7. What insights did you gain from this activity? 5. What difficulty do you foresee in using these materials?

35. Features of the Curriculum Guide (CG) DEPARTMENT OF EDUCATION A. Conceptual Framework Description Goals Content Areas Skills and Processes Values and Attitudes Mathematical Tools Context Theories and Principles B. Learning Standards Learning Area Standard Key Stage Standards Grade Level Standards - Content/Strand - Content Standards - Performance Standards - Learning Competencies (with codes and available learning materials) Glossary Code Book Legend

36. A. Conceptual Framework DEPARTMENT OF EDUCATION

37. B. Learning Standards DEPARTMENT OF EDUCATION Refer to How well the student must perform, at what kinds of tasks, based on what content, to be considered proficient or effective. Answer the question How well must students do their work? Define what learning should be achieved.

38. Content Standard DEPARTMENT OF EDUCATION Defines what students are expected to know, do and understand Answers What students know and be able to do? The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.

39. Performance standard DEPARTMENT OF EDUCATION Defines what students should create, add value to, transfer Answers How well must students do their work? The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving quadratic equations, inequalities and functions, and solve them using a variety of strategies

40. Learning Competencies DEPARTMENT OF EDUCATION Specific statements of knowledge, process/skills and attitude that students are expected to demonstrate to attain the content standard

41. CODE BOOK LEGEND Sample: M9AL-Ic-2 DEPARTMENT OF EDUCATION LEGEND SAMPLE First Entry Learning Area and Strand/ Subject or Specialization Mathematics M9 Grade Level Grade 9 Uppercase Letter/s Domain/Content/ Strand/ Topic Algebra AL - Roman Numeral *Zero if no specific quarter Quarter First Quarter I Lowercase Letter/s *Put a hyphen (-) in between letters to indicate more than a specific week Week Third Week c - Arabic Number Competency 2nd competency for the third week: describes the relationship between the coefficients and the roots of a quadratic equation. 2

42. CG, LM, and TG DEPARTMENT OF EDUCATION Curriculum Guide Learners Material (modular) Teachers Guide A.A. ConceptualConceptual FrameworkFramework B.B. LearningLearning StandardsStandards ContentContent PerformancePerformance LearningLearning CompetenciesCompetencies Learning StandardsLearning Standards ContentContent PerformancePerformance LearningLearning CompetenciesCompetencies Objectives Activities Assessment Defining Learning OutcomesDefining Learning Outcomes Grade Level StandardGrade Level Standard Content StandardContent Standard Performance StandardPerformance Standard Learning CompetenciesLearning Competencies Objectives Activities Assessment

43. DEPARTMENT OF EDUCATION Learners Material Teachers Guide A. Learning Outcomes Content Standard Performance Standard (Unpacking the Standards for Understanding) B. Planning for Assessment Product/ Performance Assessment Map (Pre-Assessment, Formative, Summative) Assessment Matrix (for Summative Test) Parts of the LM and TG

44. DEPARTMENT OF EDUCATION Learners Material Teachers Guide Introduction Lessons and CoverageLessons and Coverage (Module Map)(Module Map) C. Planning for Teaching- Learning Introduction Objectives Parts of the LM and TG big picture of what is expected to be learned clear directions and purpose of the module define the enabling knowledge and skills to develop the desired competencies leading to the attainment of CS and PS

45. DEPARTMENT OF EDUCATION Parts of the LM and TG Learners Material Teachers Guide Pre-Assessment Learning Goals and TargetsLearning Goals and Targets Instructional ActivitiesInstructional Activities What to KNOWWhat to KNOW Pre-Assessment (Answer Key) Learning Goals and TargetsLearning Goals and Targets Instructional ActivitiesInstructional Activities What to KNOWWhat to KNOW may employ the paper and pencil test or alternative tools to find out students knowledge, skills and understanding activate prior knowledge of the learner elicit responses to provocative and critical questions identification and clarification of misconceptions assessment of students knowledge

46. DEPARTMENT OF EDUCATION Parts of the LM and TG Learners Material Teachers Guide What to PROCESSWhat to PROCESS What to REFLECT andWhat to REFLECT and UNDERSTANDUNDERSTAND What to PROCESSWhat to PROCESS What to REFLECT andWhat to REFLECT and UNDERSTANDUNDERSTAND activities requiring students to process/make sense of the information assess students skills questions that enable students to construct their own meanings/ understanding additional activities and reading resources to enrich/broaden their understanding provocative or critical questions to draw learners core understanding check student readiness (ASSESSMENT AS question, checklist, etc.)

47. DEPARTMENT OF EDUCATION Parts of the LM and TG Learners Material Teachers Guide What to TRANSFERWhat to TRANSFER Summary/Synthesis/Summary/Synthesis/ GeneralizationGeneralization What to TRANSFERWhat to TRANSFER Summary/Synthesis/Summary/Synthesis/ GeneralizationGeneralization overview of what is expected opportunity to transfer the learning through product or performance describe the tools for assessing the product/performance based on real life situations GRASPS with assessment criteria provide a summary or synthesis of what has been learned from the lesson/module provide a linking/connecting statement of the lesson/module to the next lesson/module

48. DEPARTMENT OF EDUCATION Parts of the LM and TG Learners Material Teachers Guide Glossary of Terms References and Website Links Used in the Module Post-Assessment Glossary of Terms References and Website Links Used in the Module a summative assessment tool/s that will cover the entire module/lesson key to correction shall be included in the TG

49. Application DEPARTMENT OF EDUCATION Go back to the vision statement and compare it with the DepEd Vision Mission.

50. The DepEd Vision DEPARTMENT OF EDUCATION We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.

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