SUBJECT AREA: Mathematics GRADE/LEVEL: 7 QUARTER: FIRST

ENDURING
CONTENT PERFORMANCE FORMATION LEARNING UNDERSTANDINGS TRANSFER PERFORMANCE
CONTENT ASSESSMENTS ACTIVITIES
STANDARD STANDARD STANDARD COMPETENCIES AND ESSENTIAL GOAL TASK
QUESTIONS

Numbers Demonstrates It is able to Apply the  Describes well- EQ: How can Students on  Knowledge Rating Flashcard Making Frayer’s Model
and understanding formulate fundamental defined sets, mathematical their own Chart
Number of key challenging concepts and ideas be used as a will be able  KWLH Chart Flash cards are (Individual work)
subsets, universal
concepts of situations principles of tool to describe to formulate  Thumbs one of the classic
Sense sets, and the null
sets and the involving sets sets and the real-life situations and solve Up/Sideways/Down study tools, and
set and cardinality
real number and real real number and relationships? real-life  Mathematics Journal for good reason –  Group Work and
of sets.
they promote
system. numbers and system and  Illustrates the problems  3-2-1 Activity Reporting of the
solve these in a understand involving  Ticket to leave studying through Answer.
union and
variety of the effect of sets and real  Response Cards active recall,  Modelling
intersection of sets
these on how numbers to  Anticipation/Reaction which is one of (Numerical and
strategies. and the difference
they influence EU: Mathematical make a Guide the practices Geometric)
of two sets.
 Written Exercises through which 
people’s way  Uses Venn ideas can be used proposal. Collaborative
of living and to understand that our brains learn Learning:
Diagrams to
thinking that the solution to real most effectively.
represent sets,
life problems Number Heads
affects the subsets, and set G – is to make a
involving real Together
relationship operations. flashcard that the
to God and its  Solves problems numbers depends questions are in
creation. involving sets. on the model and related to sets
 Performs accuracy of Modeling using
and real number
fundamental computation. numerical or
system.
operations on Geometric can be
integers. R – flashcard used to answer the
 Illustrates the maker problems.
different A – Grade 7 and
properties of
Math Teacher
operations on the
set of integers. S – follow some
procedures.
 Expresses rational P - they will make
numbers from 10 questions that
fraction form to are divided into
decimal form and three categories
vice versa. easy, average and
 Performs difficult.
operations on
rational numbers
 Describes principal
roots and tells
whether they are
rational or
irrational.
 Estimates the
square root of a
whole number to
the nearest
hundredth.
 Illustrates the
different subsets
of real numbers.
 Arranges real
numbers in
increasing or
decreasing order.
 Represents real-life
situations which
involve real
numbers.
 Solves problems
involving real
numbers.
SUBJECT AREA: Mathematics GRADE/LEVEL: 7 QUARTER: SECOND

ENDURING
CONTENT PERFORMANCE FORMATION LEARNING UNDERSTANDINGS TRANSFER PERFORMANCE
CONTENT ASSESSMENTS ACTIVITIES
STANDARD STANDARD STANDARD COMPETENCIES AND ESSENTIAL GOAL TASK
QUESTIONS

Measurement Demonstrates It is able to Apply the  Illustrates what it EQ: What are the Students on  YES/NO DAMATH BOARD  RCC Worktext
understanding formulate real- fundamental means to measure. importance and their own will cards Activity
 DaMath can be  Yes/No Cards
of the key life problems concepts and  Describes the why do we need to be able to Extended
concepts of involving principles of have systems of formulate and tasks used to practice  Concept
development of
measurement. measurements measurement units of solve real-life  Mathematics the four Attainment
measurement from
and solve these to understand measurement? problems Journal fundamental Model
the primitive to the
operations and
using a variety the effect of present involving  Response  Differentiated
of strategies. these on how EU: Systems of measurements Cards also the order of Instruction
international system
they influence units of to make a  Concept operations and by  Think-Pair-
of units.
measurements making it use the
people’s way  Approximates the proposal. Block Share Pairs
of living and establish common  Written measurement. Check
measures of
thinking that understanding and Exercises  Differentiated
quantities G – is to make a
affects the interpretation of Instruction
particularly length, damath board
relationship to things that will be  Two Minutes
weight/mass, and play it.
God and its able to use as a Essay
volume, time, angle
solution to real life R – damath player
creation. and temperature
problems involving
and rate.
real numbers A – Grade 7
 Converts
depends on the students and
measurements from
model and Math Teacher
one unit to another
accuracy of
in both Metric and S – follow some
computation.
English systems. procedures
 Solves problems
involving conversion P – you need to
of units of make a damath
measurement. board that follows
the objectives.
Patterns and Demonstrates It is able to Apply the EQ: How do Students on  Pretest  RCC Worktext
Algebra understanding model fundamental mathematical their own will  Anticipation / Activity
of key situations using concepts and operations relate be able to Reaction Guide  Yes/No Cards
concepts of oral, written, principles of  Translates English to each other? formulate and  YES/NO  Concept
algebraic graphical, and algebra and to phrases to solve real-life cards Attainment
expressions, algebraic understand mathematical problems  Extended Model
the properties methods in the effect of phrases and vice EU: Operations involving tasks  Differentiated
of real solving these on how versa. create patterns and  Mathematics Instruction
numbers as problems they influence algebra. Journal  Think-Pair-
 Interprets the relationships
applied in involving people’s way between numbers  Response Share Pairs
meaning of n a
linear algebraic of living and and the Cards Check
where n is a positive
equations, expressions, thinking that relationships  Concept  Differentiated
integer.
and linear affects the Block Instruction
 Differentiates among the
inequalities in equations, and relationship to operations and  Written  Two Minutes
between constants
one variable. inequalities in God and its their properties Exercises Essay
and variables in a
one variable. creation. promote
given algebraic
expression. computational
 Evaluates algebraic fluency.
expressions for
given values of the
variables.
 Classifies algebraic
expressions which
are polynomials
according to degree
and number of
terms.
 Adds and subtracts
polynomials.
 Derives the laws of
exponent
 Uses models and
algebraic methods
to find the: (a)
 product of two
binomials; (b)
product of the sum
and difference of
two terms; (c)
square of a
binomial; (d) cube of
a binomial; (e)
product of a
binomial and a
trinomial
 Solves problems
involving algebraic
expressions.
 Illustrates linear
equation and
inequality in one
variable.
 Finds the solution of
linear equation or
inequality in one
variable.
 Solves linear
equation or
inequality in one
variable involving
absolute value by:
(a) graphing; and (b)
algebraic methods.
 Solves problems
involving equations
and inequalities in
one variable.
SUBJECT AREA: Mathematics GRADE/LEVEL: 7 QUARTER: THIRD

ENDURING
CONTENT PERFORMANCE FORMATION LEARNING UNDERSTANDINGS TRANSFER PERFORMANCE
CONTENT ASSESSMENTS ACTIVITIES
STANDARD STANDARD STANDARD COMPETENCIES AND ESSENTIAL GOAL TASK
QUESTIONS

Geometry Demonstrates It is able to Provide  Represents point, line EQ: How do Students on  Knowledge Rating TESSELATION  RCC Worktext
understanding create models opportunities and plane using geometry can be their own will Chart Activity
of key of plane figures for students to used in real life? be able to  KWLH Chart A Tessellation (or  Yes/No Cards
concrete and pictorial
concepts of and formulate apply their create  Thumbs Tiling) is when we  Concept
models.
cover a surface
geometry of and solve understanding  Illustrates subsets of models of Up/Sideways/Down Attainment
shapes and accurately of geometry plane and  Mathematics Journal with a pattern of Model
a line.
flat shapes so that
sizes, and authentic through  Classifies the formulate  3-2-1 Activity  Differentiated
geometric problems meaningful EU: Students will and solve  Ticket to leave there are no Instruction
different kinds of
relationships. involving sides tasks in real life be able to accurately  Response Cards overlaps or gaps.  Think-Pair-
angles.
and angles of a and following  Derives relationships understand that authentic  Anticipation/Reaction G – is to make an Share Pairs
polygon the teachings of geometric figures the solution to real problems Guide artwork with the Check
of Christ. using measurements life problems involving  Written Exercises use of geometric  Differentiated
and by inductive involving geometry sides and shapes and Instruction
reasoning; of shapes and sizes angles of a figures we  Two Minutes
supplementary and geometric polygon. discussed Essay
angles, relationships throughout the
complementary depends on the unit.
angles, congruent model and
angles, vertical accuracy of R – Artsists
angles, adjacent computation.
A – Gr. 7 students
angles, linear pairs,
and Math Teacher
perpendicular lines,
and parallel lines. S – follow some
 Uses a compass and procedures
straightedge to bisect
line segments and P – make a
angles and construct tessellation and a
project plan that
 perpendiculars and clarify or specify
parallels. the objectives.
 Illustrates polygons:
(a) convexity; (b)
angles; and (c) sides.
 Derives inductively
the relationship of
exterior and interior
angles of a convex
polygon.
 Illustrates a circle and
the terms related to
it: radius, diameter
chord, center, arc,
chord, central angle,
and inscribed angle.
 Constructs triangles,
squares, rectangles,
regular pentagons,
and regular
hexagons.
 Solves problems
involving sides and
angles of a polygon.
SUBJECT AREA: Mathematics GRADE/LEVEL: 7 QUARTER: FOURTH

ENDURING
CONTENT PERFORMANCE FORMATION LEARNING UNDERSTANDINGS TRANSFER PERFORMANCE
CONTENT ASSESSMENTS ACTIVITIES
STANDARD STANDARD STANDARD COMPETENCIES AND ESSENTIAL GOAL TASK
QUESTIONS

Statistics Demonstrates It is able to Provide  Explains the EQ: How does the Students on  Pretest SURVEY  RCC Worktext
and understanding of collect and opportunities importance of world find meaning their own will Activity
Probability key concepts, uses organize data for students to with Statistics? be able to  Anticipation Survey is a method  Yes/No Cards
Statistics.
/ Reaction of gathering  Concept
and importance of systematically apply their  Poses problems that formulate and
Statistics, data and compute understanding solve Guide information from a Attainment
can be solved using
collection/gathering accurately of statistics and accurately sample of people, Model
Statistics. Classifies  YES/NO traditionally with
and the different measures of probability the different kinds of authentic cards  Differentiated
forms of data central through EU: Students will problems the intention of Instruction
angles.
 Extended generalizing the  Think-Pair-
representation, tendency and meaningful  Formulates simple be able to involving
measures of central variability and tasks in real life understand that statistics and tasks results to a larger Share Pairs
statistical
tendency, measures apply these and following the statistics is a probability. population. Check
instruments.
 Mathematics Surveys provide a
of variability, and appropriately the teachings of  Gathers statistical research tool that  Differentiated
can be used to Journal critical source of
probability. in data analysis Christ. data. Instruction
and interpret and data and insights
 Organizes data in a  Response
interpretation analyze data. for nearly
frequency distribution Cards
in different everyone engaged
table.
 Concept in the information
fields.  Illustrates the
Block economy, from
measures of central
businesses and the
tendency (mean,  Written media to
median, and mode) of Exercises government and
a statistical data.
academics.
 Calculates the
measures of central G – make a survey
tendency of about the specific
ungrouped and topic given by the
grouped data. Teacher.
 Illustrates the
measures of R – Statistician
 variability (range, A – Licean
average deviation, students, Teachers
variance, standard and community
deviation) of a
statistical data. S – follow some
procedures
 Calculates the
measures of P – collect data,
variability of grouped organize and
and ungrouped data. interpret the data.
 Uses appropriate
statistical measures in
analyzing and
interpreting statistical
data.
 Draws conclusions
from graphic and
tabular data and
measures of central
tendency and
variability.