RPL Form 4

LEARNER'S CHECKLIST OF SKILLS

Name of Learner: ________________________________________________ Community Learning Center : _______________________
Level: BLP LE AE JHS Name of Learning Facilitator: ________________________

Directions: Please check the appropriate column A,B,C,D against each skills/competencies. And fill in what delivery mode you prefer.

A B C D
I can I can I want I want Delivery
do this do this to to Mode LF Remarks
well but I learn learn (Face to face, (To be
Skills/Competencies want to to do this Modular, accomplished
learn this but Blended by Learning
more later Learning, Facilitator)
RBI,CBI)

LS 1: COMMUNICATION SKILLS-ENGLISH
LISTENING
1. Show understanding of simple phrases, spoken slowly with frequent repetitions in the
language to be acquired in day-to-day listening occasions
2. Show understanding of phrases containing familiar vocabulary in different contexts in the
language being acquired.
3. Show understanding of conversations containing some familiar and unfamiliar vocabulary
in the language being acquired.
4. Show understanding of most conversations in the language being acquired (not
necessarily all the details if the subject is unfamiliar).
5. Listen in order to recount accurately specific details of informative oral messages:
6. Show understanding of oral messages:
7. Show understanding and appreciation of conversation containing some familiar and
unfamiliar vocabulary
8. Show understanding of information from different oral sources:
9. Interpret verbal or nonverbal cues in conversation or oral presentations such as tone of
voice, facial expression or body language.
10. Interpret properly auditory signals for warnings or “survival” messages.
11. Show understanding and respect for ideas and feelings of others by responding
appropriately,
12. Follow oral instructions/directions in everyday life situation
13. Listen attentively and critically to radio and television broadcasts to keep abreast of
current issues/happenings in the world
SPEAKING
1. Use everyday expressions correctly in appropriate situations
2. Use basic words accurately in the language to be acquired.
3. Ask and answer questions correctly.
4. Respond appropriately to ideas and feelings of others through verbal and non-verbal
means.
5. Use basic grammar correctly in the language being acquired.
6. Relay correctly messages, commentaries, news accounts, announcements heard.
7. Adjust one’s words, rate of speaking and volume of voice to suit the topic, audience and
situation.
8. Show understanding and respect for ideas and feelings of others by
9. Participate actively in conversations like the following using appropriate expressions.
10. Use appropriate vocabulary in expressing one’s ideas and feelings in:
11. Present an oral summary of an oral or written message that is concise, complete,
accurate and original.
READING
1. Identify the letters of the alphabet.
3. Interpret properly simple common written messages, signs, symbols, words and phrases
related to immediate needs or which are commonly used at work or in the community.
4. Interpret simple written sentences, e.g., sentences whose contents are related to:
5. Interpret the parts of important documents and forms when necessary.
6. Follow simple written directions related to various household or work activities
7. Interpret important points in commonly found written materials in the household,
workplace or community
8. Give one’s own opinion on materials read.
9. Point out positive values in materials read.
10. State messages taken from different types of materials.
11. Sequence steps in the activities or the events in written materials,
12. Gather information using available information technology
13. Critically read written materials (e.g., newspaper articles, advertisements, essays,
magazine articles, books, posters and letters)
14. Demonstrate love for reading by participating in activities
15. Analyze information from a number of sources.
WRITING
1. Write letters of the alphabet and numbers correctly in writing information about:
2. Write simple words legibly, accurately and neatly.
3. Write simple sentences
4. Write correctly and clearly for personal purposes.
5. Write legibly, neatly and accurately in filling out forms.
6. Use written language to express one’s ideas and feelings clearly and appropriately.
7. Show appreciation for prose and poetry by composing:
LEARNING COMPETENCY L ISTENING
1. React intelligently and creatively to the text listened to
2. Show understanding of simple phrases, spoken slowly with frequent repetitions in the
language to be acquired in day-to-day listening occasions:
3. Ask and answer simple questions (who, what, where, when, why, and how) about text
listened
4. to ideas made after listening
Validate
5. Listen in order to recount accurately specific details of informative oral messages:
6. Show an understanding of conversations containing some familiar and unfamiliar
vocabulary in the language being acquired
7. Show an understanding of oral messages intended/ meant to inform, entertain, and give
directions (e.g., radio and TV programs, ads, newscasts; talk shows, soap opera, movies; do-
it-yourself tasks such as games, recipes, and projects)
8. Respond to what the speaker says and does through verbal and
nonverbal cues
9. Interpret properly auditory signals for warnings or “survival” messages such as ringing of
church bells, fire alarms, and typhoon signals
10. Show understanding and respect for ideas and feelings of others by responding
appropriately (e.g., concentrating on the speaker, showing interest in others’ opinions, and
interpreting the speaker’s tone of voice)
11. Follow oral instructions/directions in everyday life situations
12. Listen attentively and critically to radio and television broadcasts to keep abreast of
current
LEARNING issues
COMPETENCY SPEAKING
1. Use everyday expressions correctly in appropriate situations
2. Ask and answer questions correctly
3. Use appropriate vocabulary in expressing one’s ideas and feelings in formal situations
(e.g., speeches and presentations) and informal situations (e.g., ordinary conversations)
4. Use appropriate expressions in different social contexts such as happy events in family
life, relaying critical information, embarrassing and/or sad events
5. Respond appropriately to ideas and feelings through verbal and nonverbal means
(nodding, smiling and frowning, raising an eyebrow, interpreting and responding correctly to
the meaning of a speaker’s tone of voice, paraphrasing, citing, clarifying)
6. Respond appropriately to ideas and feelings through verbal and nonverbal means
(nodding, smiling and frowning, raising an eyebrow, interpreting and responding correctly to
the meaning of a speaker’s tone of voice, paraphrasing, citing, clarifying)
7. Use basic grammar correctly in the language being acquired • Subject-verb agreement •
Simple sentence construction • Simple tenses
8. Use verbals
9. Relay correctly messages, commentaries, news accounts, announcement heard,
advertisements, government rules and regulations, laws
10. Retell a chosen myth or legend in a series of simple paragraphs
11. Identify and use words that show degrees of comparison of adjectives in sentences
12. Identify and use the correct order of adjectives in a series in sentences
13. Identify and use adverbs of place and time in sentences
14. Clarify general meaning by rewording concisely
15. Observe correct grammar in formulating definitions
16. Use words and expressions that affirm or negate
17. Share observation/ opinions with others
18. Speak with clarity, accuracy, and appropriateness
19. Use reflexive and intensive pronouns
20. Use the past and past perfect tenses correctly in varied contexts
21. Use the progressive tenses correctly in varied contexts
22. Employ an appropriate style of speaking, adjusting language, gestures, rate, and volume
according to audience and purpose
23. Use appropriate strategies to keep a discussion going
24. Use appropriate language in expressing ideas and feelings
25. Participate actively in conversations using appropriate expressions
26. Use the passive and active voice meaningfully in varied contexts
27. Recall and share experiences, film viewed, and story read/listened to initiate the
conversation
28. Relay information in creative ways (e.g., role playing, show and tell, radio play/ podcast/
broadcast/ reporting/ poster presentations)
29. Present an oral summary of an oral or written message that is concise, complete,
accurate, and original
30. Preside over / participate in meetings
31. Present organized oral reports about a position on an issue (e.g., a project or an
investigation conducted using simple experiments)
32. Make and prepare for an oral presentation
33. Use conditionals in expressing arguments
34. Use appropriate idiomatic expressions and figurative language to describe people,
places, events, and situations (used in context)
35. Explain a constructive oral feedback
36. Use polite statements in group meetings, resolving conflicts, and arriving at conclusions
37. Use appropriate language expressions in a given situation
LEARNING COMPETENCY LISTENING
1. Use appropriate expression in presenting an argument or position persuasively
2. Observe the language of research, campaigns, and advocacies
VIEWING
1. Identify the genre of a material viewed (such as movie clip, trailer, news flash, internet-
based program, documentary, video, etc.)
2. Infer thoughts, feelings, and intentions in the material viewed
3. Predict the gist of the material viewed based on the title, pictures, and excerpts
4. Raise questions about a particular aspect of a material viewed
5. Use multimedia resources appropriately, effectively, and efficiently
6. Assess the effectiveness of the ideas presented in the material viewed taking into account
its Identify
7. purposethe visual elements used in print/ non print materials
8. Make connections between information viewed and personal experiences
9. Describe different forms and conventions of film and moving pictures (lights, blocking,
direction, characterization, acting, dialog, and setting or setup)
10. Determine images/ideas that are explicitly used to influence viewers (stereotypes, points
of view, propaganda)
11. Evaluate narratives in a media material based on how the writer developed the element
12. Analyze the characters used in print and non print learning materials
13. Analyze the setting used in print and non print learning materials
14. Infer the target audience
15. Infer purpose of the visual media
16. Identify real or make-believe, and fact or nonfact images
17. Identify the values suggested in the visual media
18. Make connections between information viewed and personal experiences
19. Determine images/ideas that are explicitly used to influence viewers and interpret
properly simple, common written messages, signs, symbols, words, and phrases related to
immediate needs, are commonly used at work, or are found in the community (e.g.,
hospital/health centers/clinics, barangay hall, advertisements, traffic signs)
20. Critically evaluate viewed multimedia materials to explore, analyze, and react to ideas
presented
21. Compare and contrast viewed media representations with reality / outside sources of
information
22. Recognize arguments employed in a media material and provide counterarguments
23. Recognize the effect of multimedia materials on one’s own life
24. Deduce the purpose and value of visual media to immediate work needs
25. Demonstrate a critical understanding and interpretation of visual media such as movie
clips, trailer, news flash, internet based programs, videos, documentaries, etc.
READING
1. Identify the letters of the alphabet
2. Read aloud the sound of each letter
3. Recognize common sight words / DOLCH
4. Recognize common action words in stories read
5. Recognize describing words for people, objects, things, and places (color, shape, size,
height, weight, length, distance, etc.)
6. Recognize the use of a/an + noun
7. Interpret written messages, signs, symbols, words, and phrases commonly used at work
or in the community
8. Read simple sentences
9. Recognize active and passive voice
10. Identify the kinds of sentences (i.e., declarative, interrogative)
11. Recognize punctuation marks (period, question mark, exclamation point)
12. Interpret simple written sentences
13. Interpret elaborately written sentences
14. Interpret the parts of important documents and forms when necessary
15. Read simple directions related to various household or work activities such as:
16. Interpret themes and messages that are not clearly and explicitly stated in the passage,
text, or selection
17. Interpret important points in commonly found written materials in the household,
workplace, or community
18. Give one’s opinion on materials read (e.g., literary materials, newspapers, magazines,
ebook)
19. Point out positive values in materials read
20. Interpret common abbreviations, clipped words, acronyms, titles, contractions, etc.: ·
common abbreviations (e.g., Phil., Prov., Mun.) · titles (e.g., Hon., Rev., Brgy. Capt., Dr., Mr.,
Mrs., Atty.,messages
21. State Sgt., Col.)taken
· from print and nonprint materials (e.g., literary texts, ebooks,
blogs)
22. Use skimming and scanning to locate specific information from various materials
23. Develop scanning ability
24. Interpret correctly the information gathered from various sources
25. Interpret simple map to locate places, interpret pictographs, and recognize signs and
symbols (e.g., barangays, municipalities, cities, provinces, and capitals)
26. Sequence steps in the activities or events in written materials (e.g., preparing land for
planting, following a recipe, arranging historical events, and implementing a project)
27. Describe cause-and-effect relationships about common problems in materials read
28. Gather information from materials read using available information technology (IT) e.g.,
cellphones (text messages), compact discs (CDs), websites ·
29. Make an outline from a selection read
30. Analyze information gathered in terms of: authenticity, relevance, and worth from current
issues (local, national, international)
31. Demonstrate love for reading by participating in activities like attending book fairs,
visiting libraries, and subscribing to publications/buying books of interest
32. Identify different Filipino and English literary forms
33. Show an understanding and appreciation of various literary forms
34. Improve library use

WRITING
1. Generate ideas through prewriting activities
2. Write letters of the alphabet and numbers correctly in writing information about:
3. Write simple words legibly, accurately, and neatly
4. Use reflexive and intensive pronouns
5. Identify and use words that show degrees of comparison of adjectives in sentences
6. Identify and use the correct order of adjectives in a series in sentences
7. Identify and use adverbs of place and time in sentences
8. Write simple sentences to
9. Formulate short replies
10. Write a phrase then a sentence on different issues, activities, or occasions (e.g., at home,
in the community, in the workplace, local, national, and international issues)
11. Write simple, compound, and complex sentences on different activities, issues, or
concerns
12. Write in correct sequence the steps/instructions or directions for an activity (e.g.,
preparing land for planting, following a recipe, arranging historical events, and implementing
a project)
13. Compare clear and coherent sentences using appropriate grammatical structures:
14. Use a particular kind of sentence for a specific purpose and audience:
15. Use various types and kinds of sentences for effective communication of
information/ideas
16. Compose clear and coherent sentences using appropriate grammatical structures:
17. Observe correct subject-verb agreement
18. Observe correct grammar in formulating definitions
19. Use words and expressions that affirm or negate
20. Use the past and past perfect tenses correctly in varied contexts
21. Use words to express evaluation
22. Identify the parts of a paragraph
23. Organize ideas in an outline
24. Organize ideas through an outline/ graphic organizer / graph in preparing:
25. Write simple paragraphs on different activities, issues, or concerns
26. Write in well-organized, coherent, and grammatically correct paragraphs that talk about
oneself, country, and the world
27. Write a composition with correctly sequenced paragraphs using appropriate paragraph/
sentence structure and correct grammar, punctuation, capitalization, and spelling to talk
about oneself, country, and the world
28. Use the passive and active voice meaningfully in varied contexts
29. Use adverbs in narration
30. Share ideas using opinion-marking signals
31. Write correctly and clearly letters/notices for business or community participation
purposes
32. Write clearly for business / academic purpose (e.g., business correspondence, research,
book reviews, proposals, etc.)
33. Use written language to express one’s ideas and feelings clearly and appropriately
34. Use the passive and active voice meaningfully in varied contexts
35. Use verbals
36 Use appropriate modifiers
37 Use appropriate cohesive devices in composing an informative speech
38. Use appropriate cohesive devices in composing a persuasive speech
39 Use emphasis markers for persuasive purposes
40. Use appropriate cohesive devices in composing a speech for special occasions
41. Use appropriate logical connectors for emphasis
42. Use a variety of informative, persuasive, and argumentative writing techniques
43. Use conditionals in expressing arguments
44. Use normal and inverted word order in creative writing
45. Show appreciation of prose and poetry by composing rhymes, jingles, poems, and
essays
46. Observe the language of research, campaigns, and advocacies

LS 1: COMMUNICATION SKILLS-FILIPINO
I. Pamantayang Nilalaman: Pakikinig (PK)
Pamantayan sa Pagganap A: Naipamamalas ang kakayahan sa mapanuring pakikinig at
pang-unawa sa napakinggan
Napagsusunud-sunod ang mga pangyayari ng kuwentong napakinggan
Nakapagbibigay ng sariling hinuha sa napakinggang kuwento
Nabibigyang-kahulugan ang kilos at damdamin ng mga tauhan sa napakinggang kuwento
Naibibigay ang paksa o nilalaman ng pabulang napakinggan
Natutukoy ang mahahalagang detalye kaugnay ng paksang napakinggan
Nasasagot ang mga tanong tungkol sa napakinggang kuwento batay sa tunay na
pangyayari/pabula/tugma/tula
Nakabubuo ng isang kuwentong katumbas ng napakinggang kuwento
Nakabubuo ng mga tanong matapos mapakinggan ang isang teksto
Naisasalaysay na muli ang napakinggang teksto
Naisasalaysay ang mahahalagang detalye sa napakinggang editoryal
Nasasagot ang mga literal na tanong tungkol sa napakinggang opinyon mula sa binasang
pahayagan
Natutukoy ang damdamin ng tagapagsalita ayon sa tono, diin, bilis at intonasyon
Nakikinig nang mabuti sa nagsasalita upang maulit at mabigyang-kahulugan ang mga
pahayag
Nasusunod ang napakinggang panuto o hakbang ng isang gawain
Nakagagawa ng dayagram ng ugnayang sanhi at bunga mula sa tekstong napakinggan
Natutukoy ang sanhi at/o bunga ng mga pangyayari sa kuwentong napakinggan
Naisasalaysay ang buod ng mga pangyayari sa kuwentong napakinggan
Nakapagbibigay ng isang lagom o buod ng tekstong napakinggan
Naibibigay ang wastong pagkakasunud-sunod ng tatlong pangyayari sa kuwentong
napakinggan
Naipaliliwanag ang kaisipang nais iparating ng napakinggang bulong at awiting-bayan
Naipaliliwanag ang mga salitang ginamit sa paggawa ng proyektong panturismo
Naihahayag ang mensahe at katangian ng napakinggan
Naitatala ang mahahalagang detalyeng napakinggan mula sa binasa
Natutukoy ang mga tradisyong kinagisnan ng iba’t ibang rehiyon batay sa napakinggang dula
Natutukoy ang mahahalagang detalye sa napakinggang teksto tungkol sa epiko sa iba’t ibang
rehiyon
Naibabahagi ang sariling opinyon o pananaw batay sa napakinggang pag-uulat
Nailalahad ang sariling pananaw sa pagiging makatotohanan /di-makatotohanan ng mga
puntong binibigyang-diin sa napakinggan
Nakikinig nang may pang-unawa
Nasusuri ang mga pangyayari, at ang kaugnayan nito sa kasalukuyan sa lipunang Asyano
batay sa napakinggang akda (Maikling Kuwento, 4 na sesyon)
Napaghahambing ang mga napakinggang pasalitang na isinagawa ng bawat pangkat sa
isang book fair at ibang gawain pang hihikayat
Naipaliliwanag ang ilang pangyayaring napakinggan na may kaugnayan sa kasalukuyang
mga pangyayari sa daigdig
Nailalahad ang kultura na pinagmulan ng kuwentong-bayan sa napakinggang usapan ng mga
tauhan
Nahihinuha kung bakit itinuturing na bayani sa kanilang lugar at kapanahunan ang piling
tauhan sa epiko batay sa napakinggang usapan/diyalogo

II. Pamantayang Nilalaman: Pagsasalita

Pamantayan sa Pagganap B: Naipapamalas ang kakayahan at tatas sa pagsasalita at
pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Nagagamit ang talasalitaan
Naibibigay ang kahulugan ng mga salita
Natutukoy at nagagamit nang wasto ang mga salitang magkasingkahulugan, magkasalungat,
magkasingtunog at mga salitang iisa ang baybay ngunit magkaiba ang kahulugan

Natutukoy ang mga salitang naglalarawan na tumutukoy sa kulay, laki, hugis, temperatura, at
damdaming ipinapahayag sa pangungusap
Natutukoy, nabibigyang-kahulugan, at nagagamit ang tambalang salita sa pangungusap
Naipapahayag ang ideya/kaisipan/damdamin/reaksyon nang may wastong tono, diin, bilis,
antala at intonasyon
Nakapagtatanong tungkol sa isang larawan
Naiuulat nang pasalita ang mga naobserbahang pangyayari sa paaralan
Naipapahayag ang sariling ideya/damdamin o reaksyon tungkol sa napakinggang sa kuwento

Nagagamit ang magalang na pananalita sa angkop na sitwasyon pagpapakilala ng sarili

Nakabubuo nang wasto at payak na pangungusap na may tamang ugnayan ng simuno at
panaguri sa pakikipag-usap

Nakapagbibigay ng maikling panuto ng may 2-3 hakbang gamit ang pangunahing direksyon
Nagagamit ang panghalip bilang pamalit sa pangngalan (nito/niyan/noon/niyon)
Nagagamit ang tamang salitang kilos/ pandiwa sa pagsasalaysay ng mga personal na
karanasan
Nagagamit nang wasto ang mga pang-abay na naglalarawan ng isang kilos o gawi
Nagagamit nang wasto ang pang-ukol (laban sa, ayon sa, para sa, ukol sa)
Naisasalaysay muli ang napakinggang teksto gamit ang sariling salita
Nabibigyang- kahulugan ang salitang hiram
Nagagamit nang wasto ang mga bahagi ng pananalita tungkol sa sarili, sa mga tao, lugar,
bagay at pangyayari sa paligid:
Nagagamit ang iba’t ibang uri ng panghalip (pananong)
Nagagamit ang iba’t ibang uri ng panghalip sa usapan at pagsasabi tungkol sa sariling
karanasan
Nagagamit nang wasto ang pang-uri
Nagagamit ang ibat’t ibang pangungusap sa pakikipanayam/pakikipagtalastasan
Nagagamit ang iba’t ibang uri ng pangungusap sa pormal na pagpupulong, pakikipanayan o
Nakapagpapahayag nang malinaw na ideya gamit ang sariling wika
interbyu
Naipapahayag ang paggalang sa ideya, damdamin at kultura ng may akda ng tekstong
napakinggan o nabasa
Naibabahagi ang karanasan sa pagbasa upang makahikayat ng pagkahilig sa pagbasa ng
panitikan
Naisasalaysay muli ang napakinggang teksto gamit ang sariling salita
Nabibigyang-kahulugan ang salitang hiram
Naisasalaysay nang maayos at magkakaugnay ang mga pangyayari sa nabasa o napanood
na mito/alamat/ kuwentong-bayan
Nagagamit nang wasto at angkop ang wikang Filipino sa pagsasagawa ng isang
makatotohanan at mapanghikayat na proyektong panturismo
Naiaangkop ang wastong tono o intonasyon sa pagbigkas ng mga tula/awiting panudyo,
tugmang de gulong at palaisipan
Nagagamit ang wastong mga panandang anaporik at kataporik ng pangngalan
Naitatanghal ang nabuong iskrip ng informance o mga kauri nito
Naisasagawa ang isang panayam o interbyu kaugnay ng paksang tinalakay

Naisasagawa ang isahan/pangkatang pagsasalaysay ng isang pangyayari sa kasalukuyan na

may pagkakatulad sa mga pangyayari sa alinman sa mga Panitikang Pilipino:
Naisasagawa ang komprehensibong pagbabalita (newscasting) tungkol sa sariling
lugar/bayan

Naibabahagi ang sariling ideya tungkol sa kahalagahan ng pag-aaral ng panitikang Pilipino

Naisasalaysay nang masining ang isang pagsubok na dumating sa buhay na
napagtagumpayan dahil sa pananalig sa Diyos at tiwala sa sariling kakayahan
Nagagamit ang dating kaalaman at karanasan sa pag-unawa at pagpapakahulugan sa mga
kaisipan sa binasang akda
Naipahahayag ang sariling saloobin, pananaw at damdamin tungkol sa ilang napapanahong
isyu kaugnay ng isyung tinalakay sa akda
Naipapahayag ang sariling opinyon sa isang napakinggang balita, isyu, o usapan
Naibibigay ang kahulugan ng matatalinhagang pahayag
Naipahahayag ang sariling pananaw tungkol sa isang napapanahong isyu
Naisasalaysay ang sariling karanasan na may kaugnayan sa kulturang nabanggit sa
nabasang kuwento
Naisasalaysay sa isang pagtitipon ang naisulat na sariling akda
Nailalahad ang sariling pananaw, kongklusyon, at bisa ng akda sa sarili at sa nakararami
Naisusulat ang suring-basa ng nobelang nabasa o napanood
Naipahahayag nang may katalinuhan ang sariling kaalaman at opinyon tungkol sa isang
paksa sa isang talumpati
III. Pamantayang Nilalaman: Panonood (PD)
Pamantayan sa Pagganap C: Naipamamalas ang kakayahan sa mapanuring panonood ng
iba’t ibang uri ng midya tulad ng patalastas at maikling pelikula
Nasasabi ang paksa ng napanood na maikling pelikula
Nakapagbibigay ng reaksyon sa napanood na materyal
Naisasadula ang nagustuhang bahagi ng napanood na materyal
Nasasagot ang mga tanong tungkol sa pinanood
Naipakikita ang pag-unawa sa pinanood sa pamamagitan ng pagdurugtong ng ibang
pagwawakas ayon sa sariling saloobin o paniniwala
Nakapagbibigay ng ibang wakas para sa pelikulang napanood at naibabahagi ito sa klase sa
isang kakaibang paraan
Nasusuri ang mga tauhan/tagpuan at mga pangyayari sa napanood na maikling pelikula.
Naipakikita ang pag-unawa sa pinanood sa pamamagitan ng pagguhit
Naibibigay ang paksa/layunin ng pinanood na dokumentaryo
Naipakikita ang pag-unawa sa napanood sa pamamagitan ng pagsulat sa buod nito
Nakapagtatala ng mahahalagang pangyayari sa napanood na dokumentaryo
Nasusuri ang mga kaisipan at pagpapahalagang nakapaloob sa napanood na maikling
pelikula
Napaghahambing ang iba’t ibang dokumentaryo
Nasusuri ang estilong ginamit ng gumawa ng maikling pelikula
Nasusuri ang ugnayan ng tradisyon at akdang pampanitikan gamit ang graphic organizer
batay sa napanood na kuwentong-bayan

Napapanood sa Youtube at natatalakay ang isang halimbawa ng pista sa iba’t ibang rehiyon
Nasusuri ang isang indie film batay sa mga elemento nito
Nasusuri ang isang dokyu-film o freeze story batay sa ibinigay na mga pamantayan
Naipaliliwanag ang tema at iba pang elemento ng mito/alamat/kuwentong-bayan batay sa
napanood na mga halimbawa nito
Nasusuri ang nilalaman ng napanood na dokyumentaryo kaugnay ng tinalakay na mga
tula/awiting napanood, tugmang de gulong at palaisipan
Naiaangkop sa sariling katauhan ang kilos, damdamin at saloobin ng tauhan sa napanood na
dula gamit ang mimicry
Nagagamit ang mga larawan sa pagpapaliwanag ng pag-unawa sa mahalagang kaisipang
nasasalamin sa napanood na bahagi ng akda
Nailalahad ang saloobin kaugnay ng isang telenobela o seryeng napanood na maaaring
ihalintulad sa akdang tinalakay
Nagagamit ang karikatyur ng tauhan sa paglalarawan ng kanilang mga katangian batay sa
napanood na bahagi ng akda
Nailalahad sa pamamagitan ng mga larawan mula sa dyaryo, magasin at iba pa ang
gagawing pagtalakay sa napanood na napapanahong isyu
Naibibigay ang mga mungkahi sa napanood na pangkatang pagtatanghal
Nasusuri ang mensahe sa napanood na pagtatanghal
Nasusuri ang pagkakatulad at pagkakaiba ng napanood na alamat sa binasang alamat
Napahahalagahan ang kulturang Pilipino na masasalamin sa pinanood na sarsuwela
Napaghahambing ang kultura ng ilang bansa sa Silangang Asya batay sa napanood na
bahagi ng teleserye o pelikula
Napahahalagahan ang napanood na dula sa pamamagitan ng pagpili at pagpapaliwanag ng
bahaging naibigan

Naihahayag ang sariling pananaw tungkol sa ibinahaging sa akda sa napanood na pagtitipon

Natutukoy at naipaliliwanag ang mensahe ng napanood na parabulang isinadula
Natutukoy ang mensahe at layunin ng napanood na ng isang materyal
Nahihinuha sa mga bahaging pinanood ang pakikipag-ugnayang pandaigdig
Natatalakay ang mga bahagi ng pinanood na nagpapakita ng mga isyung pandaigdig
Naipaliliwanag ang katangian ng mga tao sa bansang pinagmulan ng kuwentong-bayan
batay sa napanood na bahagi nito
Nabubuo ang sariling wakas ng napanood na bahagi ng teleserye na may paksang kaugnay
Nasusuri
ng binasaang napanood na pagbabalita batay sa:
Naibibigay ang sariling opinyon tungkol sa anekdotang napanood sa Youtube
Nabibigyang-puna ang napanood na teaser o trailer ng pelikula na may paksang katulad ng
binasang akda

Napahahalagahan ang napanood sa pagpapaliwanag na kaligirang pangkasaysayan ng

pagkakasulat ng El Filibusterismo sa pamamagitan ng pagbubuod nito gamit ang timeline
Kasanayang Pampagkatuto
1. Nabibigkas nang wasto ang tunog ng bawat letra ng alpabetong Filipino
2. Natutukoy ang gamit ng maliit at malaking letra MT1OL-IVa-i9
3. Natutukoy ang kahalagahan ng gamit ng malaking letra sa isang salita/pangungusap
4. Nabibigkas nang wasto ang tunog ng mga diptonggo (ay,ey,iy,oy,uy)
5. Nabibigkas nang wasto ang tunog ng kambal-katinig (kl,ts,gl,pr,pl,gr)
6. Nakikilala ang mga tunog na bumubuo sa pantig ng mga salita
7. Napapalitan at nadaragdagan ang mga tunog upang makabuo ng bagong salita
8. Nasasabi ang pagkakatulad o pagkakaiba ng mga pantig/salita
9. Napapantig ang mga salita
10. Napagyayaman ang talasalitaan sa pamamagitan ng pagbubuo ng mga salita gamit ang
mga
Matchpantig
personal skills and interests with available jobs
11. Nakapagyayaman ng talasalitaan sa pamamagitan ng pagbubuo ng mga
salita/paghahanap ng mga salita sa isang salita
12. Nakapagyayaman ng talasalitaan sa pamamagitan ng paghahanap ng maikling salita sa
loob ng isang mahabang
13. Napagyayaman ang talasalitaan sa pamamagitan pagbubuo ng bagong salita mula sa
salitang-ugat
14. Nababasa ang mga salitang batayan
15. Nababasa ang mga salita gamit ang palatandaang konpigurasyon
16. Nababasa ang mga salita gamit ang palatandaang konpigurasyon larawan
17. Nababasa ang mga salita gamit ang palatandaang kompigurasyon tunay na bagay
18. Nababasa ang mga salitang iisa ang baybay ngunit magkaiba ang bigkas
19. Natutukoy ang mga salitang magkatugma
20. Nakapagbibigay ng mga salitang magkakatugma
21. Natutukoy, naibibigay ang kahulugan, at nagagamit ang tambal-salita sa pangungusap

22. Natutukoy ang kahulugan ng mga tambalang-salita na nananatili ang kahulugan

23. Nagagamit ang magagalang na pananalita
24. Nagagamit ang mga natutuhang salita sa pagbuo ng mga simpleng pangungusap
25. Natutukoy ang salita/pangungusap sa isang talata
26. Natutukoy ang mga salitang naglalarawan na tumutukoy sa kulay, hugis, panalat,
temperatura, at damdamin sa pangungusap
27. Nakikilala ang pamilya, kaibigan gamit ang panlarawang salita
28. Natutukoy ang gamit ng iba’t ibang bantas
29. Naisusulat ang pangungusap o mahabang teksto na may wastong bantas, agwat at gamit
ng malaking titik
30. Naisusulat ang pangungusap o mahabang teksto na may wastong bantas, agwat at gamit
ng malaking titik
31 Nasusunod ang wastong patnubay (bantas, malaking titik, pormat, indensyon, wastong
agwat) kung kumokopya/nagsusulat ng salita, parirala, pangungusap, at maikling talata.

32. Nabibigyang- kahulugan ang salitang iisa ang baybay ngunit magkaiba ang diin
33 Naibibigay ang kahulugan ng salita sa pamamagitan ng pormal na depinisyon
34. Natutukoy ang kahulugan ng salita batay sa kumpas, galaw, ekspresyon ng mukha;
ugnayang salita-larawan
35. Naibibigay ang kahulugan ng salita sa paggamit ng:
36. Natutukoy ang kahulugan ng salita batay sa kasingkahulugan
37 . Naibibigay ang kahulugan ng salita sa pamamagitan ng kasingkahulugan
38. Naibibigay ang kahulugan ng salita ayon sa mga situwasyong pinaggamitan nito
39. Nakakagamit ng mga palatandaang nagbibigay ng kahulugan (context clues)
kasingkahulugan
40. Naibibigay ang kahulugan ng salita sa pamamagitan ng palatandaang nagbibigay ng
kahulugan (context clues) at batayang –larawan (picture clues)
41. Natutukoy ang kahulugan ng salita batay sa kasalungat
42. Naibibigay ang kahulugan ng salita sa pamamagitan ng kasalungat
43. Nakagagamit ng mga pahiwatig upang malaman ang kahulugan ng mga salita at
paggamit ng mga palatandaang nagbibigay ng kahulugan (context clues) kasalungat
44. Natutukoy at nagagamit nang maayos ang kasingkahulugan, kasalungat, homonims
(kung kinakailangan) at mga salitang marami ang katumbas na kahulugan
45. Nabubuo ang iba’t ibang anyo ng salita sa pamamagitan ng paglalapi, pag-uulit at
pagtatambal
46. Naipaliliwanag ang kahulugan ng salita habang nagbabago ang estruktura nito
47. Nakapag-uuri-uri ng mga salita ayon sa ipinahihiwatig na kaisipang konseptuwal
48. Nababasa ang mga salitang natutuhan sa aralin at sa ibang asignatura
49. Naipakikita ang kawilihan sa pagtingin sa mga nilaang nakasulat na teksto
50. Nabababasa at nakauunawa ng mapa
51. Nabibigyang-kahulugan ang mga simpleng pictograp
52. Nababasa ang mga salita at babala na madalas makita sa paligid
53. Nasasabi ang mensaheng nais ipabatid ng basang patalastas
54. Nasasabi ang mensaheng nais ipahatid ng nabasang pananda, patalastas, babala,
palaala
55. Nakasusunod sa nakasulat na panutong may 1-2 hakbang
56. Nailalahad ang mga detalye mula sa tekstong nagbibigay impormasyon
57. Natutukoy ang detalye sa antas ng pagkaunawa ng isang tekstong nagbibigay-kabatiran

58. Napagsusunod-sunod ang mga pangyayari sa tekstong nagbibigay-kabatiran

59. Nasasagot ang mga tanong sa binasang anekdota
60. Nasasagot ang mga tanong sa binasang talaarawan
61. Nakikinig nang mabuti at nakapagbibigay ng positibong reaksyon habang nagbabasa ng
teksto
62. Natutukoy ang pamagat, may-akda, tagaguhit ng aklat o kuwento
63. Natutukoy ang gawain ng may akda/tagaguhit ng aklat o kuwento
64. Nasasabi ang nilalaman ng aklat batay sa pabalat
65 Natutukoy ang ugnayan ng teksto at larawan
66. Nakakukuha ng kabatiran mula sa titulo at pahina ng isang talaan ng nilalaman
67. Nasusundan ang pagkakasulat ng teksto ayon sa anyo
68. Nabibigkas nang may wastong ritmo ang ilang halimbawang tula/awiting panudyo,
tugmang degulong at palaisipan
69. Nakatutukoy ng salitang may ritmo upang mapunan ang tula at awit
70. Naibibigay ang kahulugan at mga katangian ng ―korido‖
71. Natutukoy at naipaliliwanag ang magkasing-kahulugang pahayag sa ilang taludturan
72. Nabibigyang- kahulugan ang salitang hiram
73. Nagagamit sa sariling pangungusap ang mga salitang hiram
74. Naibibigay ang kasing-kahulugan at kasalungat na kahulugan ng mahihirap na salitang
ginamit sa akda
75. Nabibigyang-kahulugan ang matatalinhagang pahayag sa parabula
76. Nabibigyang-kahulugan ang matatalinhagang pahayag sa alamat
77. Natutukoy ang nakakubling kahulugan sa mga talinhaga sa tula
78. Nabibigyang-kahulugan ang matalinhagang salita
79. Nabibigyang-kahulugan ang mga talinhagang ginamit
80. Nabibigyang-kahulugan ang mga talinhagang ginamit
81. Naibibigay ang kahulugan ng matatalinhagang pahayag
82. Nakapagbibigay-reaksyon sa teksto (alamat, pabula/tula) sa pamamagitan ng dula
83. Nasusuri ang pagkakaiba ng teksto (fiction at non-fiction)
84. Naihahambing ang pagkakaiba at pagkakatulad ng sanaysay sa ibang akda
85. Natutukoy ang tauhan sa teksto o tulang nabasa
86. Natutukoy ang mahalagang detalye ng isang tekstong nagsasalaysay at natutukoy ang
mga elemento nito
87. Nailalarawan ang mga elemento ng kuwento
88. Nasusuri ang mga katangian at papel na ginampanan ng pangunahing tauhan at mga
pantulong na tauhan
89. Nailalarawan ang mga bahagi ng kuwento
90. Nakapagbibigay ng angkop na pamagat sa binasang teksto
91. Nasusundan ang pagkakasulat ng teksto ayon sa estilo
92. Nababasa ang usapan, tula, talata, kuwento nang may tamang bilis, diin, tono, antala at
93. Madamdaming nabibigkas ang palitang-diyalogo ng napiling bahagi ng binasang nobela

94 . Nabibigyang-puna ang bigkas ng paggamit ng mga salitang nagpapahayag ng matinding

damdamin
95. Nakikilala ang pagkakaugnay-ugnay ng mga salita ayon sa antas o sa napakinggang
usapan ng mga tauhan (naibibigay ang mga hakbang at panuntunan sa pagbibigay ng
positibong feedback
96. Naibibigay ang kasingkahulugan at kasalungat na kahulugan ng mahihirap na salitang
ginamit sa akda
97. Nabibigyang-kahulugan ang mahirap na salitang ginamit sa akda batay sa denotatibo o
konotatibong kahulugan
98. Nabibigyang-linaw at kahulugan ang mga di pamilyar na salita mula sa akda
99. Natutukoy ang pinagmulan ng salita (etimolohiya)
100. Naipapaliwanag ang mga alegoryang ginamit sa binasang akda
101. Naiisa-isa ang mga positibo at negatibong pahayag (tukuyin ang hindi tama o sapat na
impormasyon sa mga tekstong babasahin)
102. Nasusuri kung opinyon o katotohanan ang pahayag
103. Napatutunayan ang pagiging makatotohanan/di makatotohanan ng akda
104. Nasusuri ang padron ng pag-iisip (thinking pattern) sa mga ideya at opinyong inilahad
sa binasang sanaysay
105. Nasasagot ang mga tanong na bakit at paano
106. Napagsusunod-sunod ang mga pangyayari sa kuwento sa pamamagitan ng dugtungan

107. Nailalarawan ang pangyayari sa tekstong nabasa

108. Naisasalaysay muli ang binasang teksto nang may tamang pagkakasunod-sunod
109. Natutukoy ang suliranin sa nabasang teksto o napanood
110. Natutukoy ang suliranin at solusyon sa tekstong nabasa
111. Napag-uugnay ang sanhi at bunga ng mga pangyayari sa binasang talata
112. Natutukoy ang sanhi at bunga ng mga pangyayari sa tekstong nabasa
113. Nailalahad ang pangunahing ideya ng tekstong nagbabahagi ng bisang padamdamin
ng akda
114. Aktibong nakikilahok sa pamamagitan ng pagbibigay komento at katanungan hinggil sa
tekstong nabasa
115. Nagagamit ang wastong pananalita upang mailarawan ang tunay na karanasan
116. Naiuugnay ang sariling karanasan sa nabasang teksto
117. Naiuugnay sa sariling karanasan ang nabasang teksto
118. Nagagamit ang personal na karanasan sa paghinuha ng mangyayari sa nabasang
teksto
119. Naisasalaysay ang sariling karanasan na may kaugnayan sa kulturang nabanggit sa
nabasang kuwento
120. Naipapahayag ang reaksyon sa isang pangyayari o isyung nabasa
121. Nabibigyan ng sariling interpretasyon ang mga pahiwatig na ginamit sa akda
122. Naibibigay ang sariling interpretasyon kung bakit ang mga suliranin ay ipinaranas ng
may-akda sa pangunahing tauhan ng panitikang binasa
123. Napatutunayang ang mga pangyayari at/o transpormasyong nagaganap sa tauhan ay
maaaring mangyari sa tunay na buhay
124. Nasusuri ang mga pangyayari sa akda na nagpapakita ng mga suliraning panlipunan na
dapat mabigyang solusyon
125. Naipahahayag ang sariling saloobin, pananaw, at damdamin tungkol sa ilang
napapanahong isyung tinalakay sa akda
126. Nailalarawan ang mga kondisyong panlipunan sa panahong isinulat ang akda at ang
mga epekto nito matapos maisulat hanggang sa kasalukuyan
127. Naipamamalas ang paggalang sa ideya, damdamin at kultura ng may akda ng tekstong
napakinggan o nabasa
128. Naipahahayag ang sariling pananaw tungkol sa isang napapanahong isyu sa
talumpating nagpapahayag ng matibay na paninindigan
129. Nailalahad ang sariling pananaw, konklusyon, at bisa ng akda sa sarili at sa nakararami

130. Naibibigay ang buod o lagom ng tekstong binasa

131. Naibabahagi ang karanasan sa pagbasa upang makahikayat ng pagkahilig sa pagbasa
ng panitikan
132. Napaghahambing ang mga katangian ng mito/alamat/ kuwentong-bayan batay sa
paksa, mga tauhan, tagpuan, kaisipan at mga aspetong pangkultura halimbawa: heograpiya,
uring pamumuhay, at iba pa) na pagbibigay hugis sa panitikang Pilipino
133. Nagagamit ang angkop na mga salita at simbolo sa pagsulat ng iskrip
134. Nabibigyang-puna/mungkahi ang nabuong iskrip na gagamitin sa pangkatang
pagtatanghal
135. Naitatanghal ang nabuong iskrip ng informance o mga kauri nito
136. Nailalapat sa sarili ang pangunahing kaisipan ng dulang binasa
137. Natutukoy ang mga tamang salita sa pagbuo ng isang puzzle na may kaugnayan sa
paksa
138. Nabibigyang kahulugan ang mga salitang ginamit sa ulat balita
139. Natutukoy ang datos na kailangan sa paglikha ng sariling ulat-balita sa materyal na
binasa
140. Naipapaliwanag ang mga hakbang sa pananaliksik ayon sa binasang datos
141. Naisasagawa ang komprehensibong pagbabalita (newscasting) tungkol sa sariling
lugar/bayan
142. Naiuugnay ang mga argumentong nakuha sa mga artikulo sa pahayagan, magasin, at
iba pa sa nakasulat na akda
143. Nabibigyang–puna ang mga nababasa sa mga social media (pahayagan, magasin, TV,
internet tulad ng FB, email at iba pa)
PAGSULAT
1. Nasisipi nang malinaw ang salita mula sa huwaran F1KM-IIb-1
LS1CS
2. Nababaybay nang wasto ang mga salitang may tatlo o apat na pantig na natutuhan sa
aralin F1PY-IIf-2 LS1CS/FIL-PU-PPA-BP2
3. Nakasusulat ng payak na pangungusap na:
4. Naisusulat nang may wastong baybay at bantas ang salita/pangungusap na ididikta ng
guro
5. Nakasusulat nang may wastong baybay, bantas, gamit ng malaki at maliit na letra upang
maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyu, pangungusap

6. Nakasusulat ng liham sa tulong ng padron mula sa guro

7. Nagagamit ang malaki at maliit na letra at mga bantas sa pagsulat ng mga salitang
natutuhan sa aralin, mga salitang katutubo, salitang hiram at mga salitang dinaglat
8. Naisusulat nang malinaw at wasto ang mga pangungusap at talata
9. Nakasusulat ng liham paanyaya
10. Nakasusulat ng talata
11. Nakasusulat ng liham na nag- aaplay o nagpiprisinta ng trabaho
12. Nababaybay nang wasto ang salitang hiram / natutuhan sa aralin
13. Nakasusulat nang wasto at maliwanag na liham, patalastas
14. Nakasusulat ng iskrip para sa radio broadcasting at teleradyo
15. Naisusulat ang iskrip ng informance na nagpapakita ng kakaibang katangian ng
pangunahing tauhan sa epiko
16. Naisusulat ang isang editoryal na naghihikayat kaugnay ng paksa
17. Naisusulat ang isang orihinal na salaysay gamit ang mga elemento ng isang maikling
kuwento.
18. Naisusulat ang tekstong nagmumungkahi ng solusyon sa isang suliraning panlipunan na
may kaugnayan sa kabataan
19. Naisusulat ang isang orihinal na tulang may apat o higit pang saknong sa alinmang
anyong tinalakay, gamit ang pag-ibig sa kapwa, bayan o kalikasan
20. Naisusulat ang isang islogan na tumatalakay sa paksang aralin
21. Naisusulat ang ilang taludtod tungkol sa pagpapahalaga sa pagiging mamamayan ng
bansang Pilipinas
22. Naisusulat ang sariling opinyon tungkol sa mga dapat o hindi dapat taglayin ng
kabataang Asyano
23. Naisusulat ang isang sanaysay na naglalalahad ng sariling pananaw tungkol sa
napapanahong isyu o paksa
24. Naisusulat ang buod ng isang mito/alamat/kuwentong-bayan nang maayos na
pagkakaugnay-ugnay ng mga pangyayari

25. Naisusulat ang mga impormasyon tungkol sa isa sa napapanahong isyung pandaigdig

LS 2: SCIENTIFIC LITERACY AND CRITICAL THINKING SKILLS

I. Content Standard : Application of Scientific Ways of Thinking in Daily Life
Performance Standard A: Acquire scientific thinking skills through exposure to and practice
in problem solving in different life situations.
Design and conduct a simple study/investigation on factors affecting the health and well-
being of the family and the community.
Identify existing problems affecting the health of the family and the community.
Cite health hygienic and dietary practices of the family and community.
Describe waste/garbage disposal of the family and the community.
Identify diseases prevalent in the community.
Describe the components of a scientific investigation.
Record observations of the existing conditions at home and in the community using an
observation/survey guide.
Conduct simple experiments to test hypotheses about different life situations in the
community.
Classify data (observations) collected according to set criteria e.g., grouping the observations
(data) under specific headings/ categories like health practices, personal hygiene, nutrition,
environmental sanitation, shelter, water supply, livelihood and income; education, diseases,
etc.
Analyze and synthesize data collected.
Evaluate the facilities/services available in the community
State the factors affecting the health and well-being of the family and the community, e.g.,
poor health habits and personal hygiene, malnutrition/ poor eating habits, dirty surroundings/
improper waste and garbage disposal, unsafe water supply, low income, unemployment, low
educational attainment, lack of health services, etc.
Make conclusions based on data gathered.
Make recommendations to persons/authorities concerned to help solve identified problems,
e.g., Rural Health Center, Barangay Units, Local Government Units and Department of
Education.
Apply appropriate solutions to identified problems using scientific thinking skills, e.g.,
attending classes and participating in health education programs, practicing good health
habits and personal hygiene, proper waste/garbage disposal, preparation of a balanced diet,
boiling and/or filtering water to make it safe for drinking, keeping food safe from flies,
cockroaches and rats and participating in a “clean and green” project.
Recognize the importance of recycle, reduce, reuse, recover and repair in waste
management.

II. Content Standard: Application of Scientific Ways of Thinking in Daily Life

Performance Standard B: Apply scientific thinking in daily life situations.
Discuss the concept of biotechnology.
Give some important applications of biotechnology, e.g., food preservation and hydroponics.
Demonstrate scientific procedures in food preservation, e.g., sterilization, pasteurization
(milk), refrigeration, canning, salting, drying, etc.
Describe hydroponics as an alternative method of growing plants
Cite the advantages and disadvantages of hydroponics.
Describe the concept of health, e.g., health is not simply the absence of disease, it is the over-
all physical, mental and social well-being of a person.
Describe a healthy person, e.g., strong body, sound judgment, emotionally stable, socially
adjusted and in harmony with his/her physical and social environment.
Cite factors that contribute to good health, e.g., proper nutrition, adequate clothing, personal
hygiene, clean environment, adequate shelter, social justice, education, recreation and good
habits
Explain the concept of disease, e.g., alteration in the overall state of the well - being of a
person.
Cite factors affecting the well-being of a person
Enumerate the combination of factors that bring about many diseases, e.g., poor nutrition,
bad habits, overcrowding, unhygienic practices, pollution, inadequate shelter, poor sanitation,
ignorance, poverty, war, calamities, environmental destructions, inherited/acquired disorders,
lack of basic health services and contaminated water.
Describe some communicable diseases in the community, e.g., influenza (flu), pneumonia,
tuberculosis (TB), typhoid fever, dengue fever/H fever, malaria, rabies, hepatitis.

Cite causes and symptoms of diseases

Demonstrate preventive and curative measures for diseases, e.g., personal hygiene,
cleanliness of surroundings, proper garbage disposal, proper nutrition and control of insects

Demonstrate how to make water safe to drink e.g., boiling, filtering, chlorination.
Demonstrate how to prepare a balanced meal
Identify the different sense organs
Relate the structure of the sense organs to its functions
Describe the causes and symptoms of some diseases associated with the sense organs
Demonstrate healthful habits in taking care of the sense organs
Relate the structure of the nervous system to its functions, e.g., how the brain, spinal cord,
and nerves help a person
respond to what is happening around him/her.
Enumerate some voluntary and involuntary reactions as a response to certain stimuli, e.g.,
response to stimulus as perceived by the senses; reactions during danger/emergency.

Describe some common diseases associated with the nervous system, e.g., headache,
dizziness, numbness and paralysis.
Demonstrate healthful habits in taking care of the nervous system, e.g., proper diet, exercise,
personal hygiene, cleanliness and proper handling of stress and tension.
Relate the structure of the muscular system to its functions, e.g., the skeletal system
consists of bones, joints, cartilages, etc. The muscular system is made up of muscles,
tendons, ligaments, etc. It gives support and shape to the body and helps it stand erect,
protection to organs and bones and provides surface for the attachment of muscles.
Identify injuries and diseases that can harm the skeletal and muscular systems, e.g., sprain,
cramps, fractures, muscle strain and osteoporosis.
Demonstrate first aid treatment for injuries to the skeletal and muscular systems.
Demonstrate healthful habits in taking care of the skeletal and the muscular systems, e.g.,
right food, exercise and cleanliness.
Relate the structure of the respiratory system to its functions, e.g., nose, air passages or
tubes, lungs, etc.
Describe some illnesses associated with the respiratory system, their causes and symptoms,
e.g., causes and symptoms of simple cough and colds, pneumonia, asthma, tuberculosis
(TB), emphysema, whooping cough and diphtheria.
Cite preventive and curative measures for respiratory diseases.
Relate the structure of the digestive system to its functions, e.g., mouth and teeth,
esophagus, stomach, small intestine, liver, gall bladder, pancreas, large intestine and anus.

Describe the common ailments of the digestive system, e.g., the causes, symptoms,
prevention and cure of diarrhea, hyperacidity, peptic ulcer, and indigestion.
Demonstrate healthful habits in taking care of the digestive system, e.g., proper diet,
personal hygiene, sanitation and good health habits.
Relate the structure of the excretory system to its functions, (e.g. kidneys, skin and liver)
Describe the common ailments of the excretory system (e.g.
kidney stones, UTI and urethritis)
Demonstrate healthful habits in taking care of the excretory system, e.g., proper diet (avoid
salty food), personal hygiene, sanitation and good health habits.
Relate the structure of the cardio-vascular system to its functions
Describe the common ailments associated with the cardiovascular system, e.g.,
hypertension, angina pectoris, hematoma, varicose veins and anemia.
Demonstrate healthful habits in taking care of the cardiovascular system, e.g., proper diet
(avoid fatty, high cholesterol, salty food), personal hygiene, exercise, good health habits
(e.g., avoid smoking and drinking alcohol excessively).
Describe how the respiratory and circulatory systems work together to transport nutrients,
gases, and other molecules to and from the different parts of the body.
Relate the structure of the reproductive system to its functions
Explain the process of fertilization through an illustration.
Compare mitosis and meiosis and their role in the celldivision cycle.
Explain the menstrual cycle.
Describe the changes that occur during puberty.
Cite some ailments associated with the reproductive system, their causes, symptoms,
prevention and cure, e.g., tumor, myoma, cancer of the uterus and cancer of the prostate.
Demonstrate healthful habits in taking care of the reproductive system, e.g., personal hygiene
and good health habits.
Avail of health information and services from government and non-government agencies,
health centers, clinics, hospitals, e.g., priority health programs of the Department of Health
and the local government units
Demonstrate correct procedure in the preparation of medicine from herbs growing in the
community.
Use herbal medicines in the treatment of particular diseases/illnesses.
Demonstrate how to plant and care for medicinal herbs using organic fertilizers
Identify over-the-counter medicines for common illnesses like headaches, dizziness, fever,
cough and colds among others and injuries like first degree burns, bruises, insect bites, e.g.,
analgesics, expectorants, ointments, disinfectants, household remedies and first aid kits.

Describe the effects of prohibited drugs on the health and well being of a person and the
community, e.g., marijuana, LSD, shabu, heroin, opium.
Cite signs and symptoms of drug abuse.
Describe the physical, psychological, social and economic implications of drug abuse such
as physical, emotional and mental instability which may result in being a social and economic
burden todrug
Discuss society.
prevention and rehabilitation
Apply scientific procedures in agriculture, e.g., seed/stock collection, grafting, marcotting,
budding, irrigation, contour plowing, crop rotation and modern farm equipment/machineries

Differentiate the characteristics of various types of soil.

Describe how rocks turn into soil.
Communicate the data collected from soil investigation.
Demonstrate skills in crop rotation, the use of diversion and contour farming.
Conduct an orientation on the proper use of organic
fertilizer, pest control and genetic diversity of crops
Describe the effects of human intervention in plants and animals.
Describe plants found at home and in the community.
Name some plants found at home and in the community.
Identify the different parts of a plant and give the functions of each part, e.g., roots, stems,
branches, leaves, spores, and flowers, fruits and seeds if flowering.
Describe the external parts of a leaf.
Describe the internal parts of a leaf.
Identify specific parts of a cross section of a leaf.
Differentiate asexual from sexual reproduction
Classify plants
Explain the importance of classifying plants.
Cite the uses of plants to man, e.g., food, fuel and construction materials, furniture,
handicrafts, clothing materials, ropes, medicines, paper, shade, feed for animals and
aesthetic value.
Demonstrate proper ways of caring for and conserving plants.
Describe/observe animals found at home and in the community.
Identify the animals found at home and in the community.
Identify the parts and functions of animals.
Classify these animals
Differentiate between vertebrates and invertebrates.
Enumerate the characteristics of fishes.
Enumerate the characteristics of amphibians.
Explain how amphibians can live both in water and on land.
Enumerate the characteristics of reptiles.
Enumerate the characteristics of birds.
Enumerate the characteristics of mammals.
Explain how mammals can adapt to different environments.
Differentiate between different types of mammals e.g., marsupials.
Compare some life cycles of animals, e.g., mosquito, butterfly and frog.
Cite the importance of animals to man, e.g., food, beast of burden, pets, recreation and
source of income.
Demonstrate proper care, handling and conservation of animals, e.g., providing sufficient
food and clean water, clean habitat, treatment of their diseases, and tender loving care for
pets and wise use of animal resources.
Describe the different levels of biological organization from cell to biosphere;
Describe the interrelationships among plants, animals and other organisms concerning their
food.
Illustrate feeding relationships through the food chain and food web e.g., producers (plants);
first order consumers (grasshoppers, birds); second order consumers (snake, lizard); third
order consumer (hawk). Decomposers eat dead bodies of organisms.
Describe the transfer of energy through the trophic levels.
Explain the food nutrient cycle and the importance of decomposers in making food nutrients
available to plants, e.g., oxygen-carbon dioxide cycle.
Compare living with non-living things.
Infer that living things reproduce.
Identify observable characteristics that are passed on from parents to offspring (e.g.,
humans, animals, plants).
Identify beneficial and harmful microorganisms.
Explain how some activities of people disrupt the cycles of an ecosystem.
Describe how peoples’ practices/ activities affect plant and animal life and the environment in
general, e.g., Dynamite fishing – destruction of fishes and other marine resources, e.g., coral
reefs, Improper disposal of waste and garbage – pollution of soil, water and air and
Fishing/Hunting endangered species, e.g., whale sharks, green turtles (pawikan) and sea
horses.
Explain the effects of overpopulation in a community, e.g., shortage of food, water and space,
land, water and air pollution, adverse effect on health and well-being, depleted natural
resources and upsetting of ecological balance.
State the importance of the water cycle.
Describe the interactions among living things and non-living things in estuaries and intertidal
zones.
Identify the different ecosystem in the community, province and region
Identify the natural resources available for human use in the different ecosystem
Explain the use of water from different sources in the context of daily activities.
Explain the need to protect and conserve estuaries and intertidal zones.
Differentiate biotic from abiotic components of an ecosystem.
Describe the different ecological relationships found in an ecosystem.
Predict the effect of changes in one population on other populations in the ecosystem.
Explain the advantage of high biodiversity in maintaining the stability of an ecosystem.
Suggest ways to minimize human impact on the environment.
Demonstrate commitment and concern in preserving/conserving the balance of life in the
ecosystem.
List ways to control and to prevent harmful effects of human activities on the environment,
e.g., stopping kaingin, preventing illegal logging and dynamite fishing, proper waste/garbage
disposal, reforestation, green revolution, organic farming and using resources wisely.

Analyze the roles of organisms in the cycling of materials.

Participate in campaigns and activities for improving/managing one’s environment.
Discuss the family planning program of the government through responsible parenthood.
Apply scientific thinking skills in solving problems affecting one’s personal, family and
community
Make life. project proposal to address one prevalent problem in your community
a simple

III. Content Standard: Application of Scientific Ways of Thinking in Daily Life

Performance Standard C: Use science and technology to understand and cope with natural
and human induced calamities and improve the quality of life
Develop and use tools and simple machines made from local/indigenous materials.
Demonstrate how simple machines help make work easier and faster:
Compare the work done using different kinds of simple machines to demonstrate the
mechanical advantage of using them.
Cite the conveniences brought about by developments in electronics and information
technology.
Describe how to use common household electrical, electronic devices and IT machines, e.g.,
electric stove/rice cooker/electric heater, stereo/radio/VCD player, TV and desktop
computer/laptop/cell phones.
Describe what a computer is, e.g., history of the computer
Explain the uses of computers, e.g., home, office, business, communications.
Name the basic parts of a computer, e.g. CPU, monitor, keyboard, mouse
Give examples of computers.
Identify basic computer programs, e.g. Microsoft office, internet explorer
Cite the advantages of using electronic devices.
Manipulate electrical, electronic, and IT machines.
Identify different kinds of communications technology, e.g.
handset, cellular phones
Cite the advantages of using communication technologies, e.g., facilitate information
dissemination and business transactions and save time.
State the importance of using appropriate technologies in waste recycling, reducing energy
consumption, improving work efficiency etc.
Improvise simple laboratory equipment/apparatuses commonly used.
Identify commonly used laboratory equipment/apparatuses and their uses, e.g., burner,
cylinder, beaker, microscope and magnifying lens.
Develop improvised simple laboratory apparatus.
Identify the parts of the microscope and their functions.
State the importance of using appropriate technologies in waste recycling, reducing energy
consumption, improving work efficiency etc.
Discuss the implications of technology in preparing for and coping with weather changes,
natural and human induced calamities and other hazards.
Describe how climate affects life.
Describe the various factors that affects weather system, location and topography
Describe the types of climate in the Philippines.
Describe the factors that affect climate change:
Describe certain climatic phenomena that occur on a global level.
Describe how people adapt to the climatic condition of a place, e.g., people in mountainous
areas in islands/seashore, interior (landlocked area), plains, one’s own place.

Explain the effects of weathering and erosion.

Describe the effects of certain weather systems in the Philippines.
Use models to relate the length of daytime, the amount of energy received, the height of the
Sun in the sky and the latitude of an area to the tilt of the earth.
Show what causes change in the seasons in the Philippines using models.
Describe the changes in the weather over a period of time.
Communicate how different types of weather affect activities in the community
Describe the effects of typhoons.
List down the effects of various weather disturbances
Explain how a typhoon develops and moves.
Infer why the Philippines is prone to typhoons.
Explain how landmasses and bodies of water affect typhoons.
Trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a
map and tracking data.
Simulate precautionary measures to take before, during and after a typhoon.
Use models to explain how movements along faults generate earthquakes.
Differentiate the epicenter of an earthquake from its focus, intensity of an earthquake from its
magnitude and active and inactive faults.
Demonstrate how underwater earthquakes generate tsunamis.
Describe the effects of an earthquake on people and the environment, e.g., destruction of
lives and properties, changes in land features.
Describe how an earthquake develops, e.g., movement of the earth’s crust, volcanic
eruptions,how
Simulate etc.a tectonic plate moves under another.
Identify earthquake areas in the world particularly in the Philippines, e.g., volcanic ring of fire
around the Pacific Ocean Coast including the Philippines.
Describe how an earthquake is detected and measured, e.g., behavior of some animals
before eruption, certain signs observed by folks. Intensity is measured by the Richter Scale.

Demonstrate some precautionary measures before, during and after an earthquake.

Describe the effects of volcanic eruptions
Identify some volcanoes and indicate where they are located, e.g.,
Classify which volcanoes are active, dormant and extinct and indicate their last eruptions.
Explain how a volcanic eruption occurs.
Name the beneficial/harmful effects of volcanic eruptions
Demonstrate precautionary measures to take before and after volcanic eruptions.
Illustrate how energy from volcanoes may be tapped for human use.
Describe the effects of human induced calamities and other hazards.
Enumerate the effects of careless handling of fire, e.g., burning of houses and buildings,
people and animals, forest fire or conflagration.
Describe the consequences of fire or conflagration, e.g., destruction of properties, plant and
animal life, loss of life, etc.
Demonstrate precautionary measures to take before and during a fire.
Cite the effects of absence of peace and order on the health and well-being of the people.

Cite conditions that disrupt peace and order in a place, e.g., hostilities (army vs. rebels), civil
disobedience, strike.
Practice precautionary measures in times of disruption of peace and order.
Identify the disaster prone areas in the Philippines and in the immediate community through a
hazard map.
Make a hazard map of the immediate community.
State the importance of hazard map in times of calamities.

IV. Content Standard: Application of Scientific Ways of Thinking in Daily Life

Performance Standard D: Relate how science and technology affect people's beliefs,
practices and ways of thinking.
Cite local superstitious beliefs and practices/ways of thinking that are related to science and
technology and those without scientific basis
Identify existing superstitious beliefs and practices in the home and the community, e.g.,
superstitious beliefs and practices involving stages in family life from birth to death;
pamahiin about courtship, married life, death; activities in agriculture, construction of
houses/buildings; selection of dates for important events; influence of numbers and the moon
and stars in one’s life, etc..
Explain scientifically the basis of common practices, beliefs and phenomena e.g., not
standing beside a tall object in an open field when there is lightning, harvesting mushrooms
right aftercause–effect
Illustrate relationships in nature, e.g., reaction to stimulus which may either be
a lightning strikes.
positive or negative like leaves of a plant reacting positively to sunlight.
Explain the occurrence of evolution:
Cite how science and technology influence people’s lives.
Use the scientific method to test hypothesis and reach conclusions on issues and concerns
affecting daily life situations
Develop skills necessary to make independent inquiries about the natural world which affect
personal, family, and community life situations, e.g., Conduct a simple community survey
using sampling techniques on a problem affecting the health of the people in the community
like water, air and garbage pollution; or an opinion survey on the practice of family planning,
sexual behavior, etc.; record and organize the data gathered using tables and graphs and
then analyze the results.
V. Content Standard: Application of Scientific Ways of Thinking in Daily Life
Perfromance Standard E: Understand the factors that contribute to sustaining life.
Classify objects and materials as solid, liquid, and gas based on some observable
characteristics.
Describe ways on the proper use and handling solid, liquid and gas found at home and in
school.
Identify changes in matter
Differentiate useful and harmful materials.
Demonstrate knowledge on how to use pressure valves of technologies using gas
Distinguish mixtures from pure substances.
Differentiate the properties of acidic and basic mixtures.
Distinguish the properties of elements and compounds
Recognize different types of compounds (ionic or covalent) based on their properties such as
melting point, hardness, polarity, and electrical and thermal conductivity.
Differentiate metallic from non-metallic elements
Explain how the factors affecting rates of chemical reactions are applied in food preservation
and materials production, control of fire, pollution, and corrosion.
Recognize the relationship on how force, motion and energy are interrelated.
Describe the movements of objects such as fast/slow, forward/backward,
stretching/compressing.
Explain the effects of force applied to an object.
Practice safety measures in physical activities and proper handling of materials.
Describe the force exerted by magnets.
Demonstrate how a body responds to changes in motion.
Demonstrate the applications of laws of motion
Identify situations in which work is done and in which no work is done in the absence and
presence of force.
Describe the motion of an object in terms of distance or displacement, speed or velocity, and
acceleration.
Differentiate quantities in terms of magnitude and direction.
Create and interpret visual representation of the motion of objects such as tape charts and
motion graphs.
Explain the hierarchy of colors in relation to energy.
Investigate the relationship between the amount of force applied and the mass of the object
to the amount of change in the object’s motion.
Infer that when a body exerts a force on another, an equal amount of force is exerted back on
it.
Infer the relationship between current and charge.
Explain the advantages and disadvantages of series and parallel connections in homes.
Differentiate electrical power and electrical energy.
Explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety
devices in the home.
Describe how light, heat and sound affect the quality of life.
Enumerate uses of light, sound, heat and electricity.
Describe how light, sound and heat travel.
Investigate properties and characteristics of light and sound.
Describe ways to protect oneself from exposure to excessive light, heat and sound.
Infer how black and colored objects affect the ability to absorb heath.
Relate the ability of the material to block, absorb or transmit light to its use.
Infer the conditions necessary to make a bulb light up.
Determine the effects of changing the number or type of components in a circuit.
Design an experiment to determine the factors that affect the strength of the electromagnet.

Infer how friction and gravity affect movements of different objects.

Demonstrate how sound, heat, light and electricity can be transformed.
Relate characteristics of light such as color and intensity to frequency and wavelength.
Infer that light travels in a straight line.
Infer the conditions necessary for heat transfer to occur.
Describe the different types of charging processes.
Explain the importance of earthing or grounding.
Demonstrate the existence of the color components of visible light using a prism or diffraction
grating.
Demonstrate the generation of electricity by movement of a magnet through a coil.
Explain the operation of a simple electric motor and generator.
Describe the layers of the earth and its composition, e.g., crust, mantle and core.
Describe the natural objects that are found in the sky during daytime and nighttime.
Communicate how the natural objects in the sky affect daily activities.
Identify the different types of clouds and their characteristics
Enumerate safety measures to avoid the harmful effects of the sun’s heat and light.
Use weather instruments to measure the different weather components.
Describe the effects of the sun.
Describe the effects of the winds, given a certain storm warning signal.
Infer the pattern in the changes in the appearance of the moon and relate the cyclical pattern
to the length of a month.
Identify star patterns that can be seen at particular times of the year.
Describe the different seasons in the Philippines.
Discuss appropriate activities for specific seasons of the Philippines.
Demonstrate rotation and revolution of the Earth using a globe to explain day and night and
the sequence of seasons.
Enumerate the benefits that people get from soil, water, rocks, coal, and other fossil fuels
Enumerate ways of using Earth's resources sustainably.
Discuss how energy from the sun interacts with the layers of the atmosphere.
Explain how some human activities affect the atmosphere.
Explain how solar and lunar eclipses occur.
Identify the beliefs and practices of the community in relation to eclipses.
Describe the characteristics of stars based on the characteristics of the sun.
Infer that the arrangement of stars in a group (constellation) does not change.
Describe the position of a constellation.

VI. Content Standard: Application of Scientific Ways of Thinking in Daily Life

Performance Standard F: Demonstrate scientific values and desirable attitudes in dealing
with various life situations
Investigate a societal issue before making a judgment
Recognize and consider new evidence/options/findings brought up even if decisions have
already been made.
Gather information from experts in the field related to the issue
Recognize alternative ways of addressing an issue
List down several options in coming up with a decision.
Identify issues affecting family and society.
Demonstrate honesty and accuracy, e.g., proper use/correct reading of measuring devices
such as weighing scales, tape measures, a meter stick, exact counting of objects or items,
recording of observations as actually seen or heard.
Interpret data truthfully and accurately, e.g., correct and exact interpretation of data, no
guesswork and/or alterations of results.
Demonstrate innovativeness and creativity by coming up with projects
Create something new from something old, e.g., inventions, new recipes, labor saving
devices/methods, new and improved ways of doing things.
Analyze various options concerning issues affecting daily life situations, e.g., birth control
issues, removal of life support gadgets from a patient.
Choose options after weighing the pros and cons, advantages and disadvantages, e.g.,
divorce, birth control, smoking, genetic modified organism (GMO).
Take a stand on the issues presented, e.g., agree or disagree; approve or disapprove.
Explain the relationship between population growth and carrying capacity.
Recognize that everything changes, nothing remains constant, and the only thing which is
constant is change.
Compare situations in the past with the present in terms of progress in science and
technology.
Describe progress in electronics e.g., from manual typewriter to computer, from air mail to E-
mail, from newspaper to internet.
Infer that more sophisticated devices will be produced in the future.
Demonstrate awareness and interest in using recent products of advances in science and
Relate advances in science and technology to a better quality of life.
Explain how outstanding contributions of science have enhanced the quality of life and levels
of thinking.
Cite contributions made by Filipino/foreign scientists and their impact on one’s life and the
community.
Identify contributions of local scientists in improving life in the community.
Recognize inventions that improve everyday life.
Apply scientific values and demonstrate positive attitudes in dealing with the advances of
science and technology in various life situations.
Design a product out of local, recyclable solid and/ or liquid materials in making useful
products.

LS 3: Mathematical and Problem Solving Skills

I. Content Standard: Numeracy Skills
Performance Standard: Acquire mathematical skills for personal and social effectiveness.

Performance Standard A: Show desirable attitudes and values in the application of

mathematics in daily life.
Demonstrates the importance and value of mathematics as a means of communicating and
solving problems in daily life, e.g., computing and comparing costs of goods to make a
decision on which to buy.
Demonstrates creativity, interest, and curiosity in asking questions, defining problems,
considering different strategies, and finding appropriate solutions to problems through
mathematics, e.g., analyzing the given data in a problem and identifying what mathematical
operation will be applied to solve the problem.
Expresses satisfaction in mastery of new ways of thinking through application of
mathematics, e.g., deciding the shortest and most accurate way of solving problems in daily
life that require mathematical solutions.
Integrates mathematics with disciplines such as economics, agricultural studies,
communication arts, science and technology, geography, cooking, architecture, music, e.g.,
use of comprehension skills in analyzing problems that would lead to the most accurate way
of solving the problem, interpret the number of beats musical notes/rests in a musical
composition, etc.
States the advantages of accuracy and precision in mathematics, e.g., in measurement.
Exhibits honesty and accuracy in collecting and reporting mathematical data, e.g., use of
untampered measuring instruments such as measuring tapes, weighing scales, volume
measurers, and electric and water meters.

II. Content Standard: Numeracy Skills

Performance Standard: Acquire mathematical skills for personal and social effectiveness.

Performance Standard B: Communicate ideas using mathematical symbols and

expressions.
Read one-digit whole numbers
Read symbols/numbers of 4- to 6- digit whole numbers
Read numbers/symbols of 7- to 10- digit whole numbers
Write numbers of one-digit whole numbers
Write two- and three-digit whole numbers
Write numbers/symbols of 4- to 6- digit whole numbers
Write numbers/symbols of 7- to 10- digit whole numbers
Identify numbers 0–20 ( Kindergarten level)
Identify numbers up to 100 with emphasis on numbers 21– 100 (Grade 1)
Identify numbers from 0–1000 with emphasis on 101–1000
Identify numbers up to 10,000 with emphasis on 1001– 10,000
Identify numbers up to 100,000 with emphasis on numbers 10,001–100,000
Identify numbers up to 10,000,000 with emphasis on 100,001–10,000,000
Translate numbers/symbols into words or viceversa
Translates symbols/numbers into words of one-digit whole numbers or vice-versa
Translates two- and three-digit whole numbers into words or symbols, or vice-versa
Translates numbers/symbols of 4- to 6- digit whole numbers into words and viceversa
Represents numbers using variety of materials
Represents numbers from 0–20 (Kindergarten level)
Represents numbers from 101–1000 using variety of materials
Counts and groups objects
Identifies the parts/elements of a group (e.g., fruits and vegetables sold by a stall owner)
Determines the common parts/components found between two groups (e.g., the similar kinds
of plants sold in two different stalls in a garden show)
Determines the parts/components of two groups (e.g., assorted canned goods in one basket
and assorted fruits in another basket)
Determine the total number of subgroups in a group (e.g., the number of males and females
in a barangay assembly meeting)
Gets the difference between two groups (e.g., in poultry raising, by how many more are the
hens than the roosters)
Reads and writes money values (pesos and centavos)
Compares values of different denominations of Philippine coins and paper bills using the
relation symbols: >, < or =
Counts money to pay specific items
Counts and records the amount of money earned for the day, e.g., jeepney/tricycle
driver/employees/ laborers
Records daily sales in a sari-sari store
Prepare an inventory of stocks and supplies in a sari-sari store or mini grocery
Gives the relationship between numbers using money values
Ordinal numbers
Compares whole numbers using >, < and = symbols.
Reads and writes ordinal numbers (1st, 2nd, 3rd up to 10th) in a given set and use them to
rank sets of objects, e.g.:
Uses ordinal numbers to rank sets of objects in everyday life
Use of correct mathematical symbols (+, -, x, ¸,<, >, =) in solving simple mathematical
problems
Reads and writes Roman numbers
Changes Roman numbers to equivalent Hindu-Arabic numbers or viceversa
Composes and decomposes a given number .e.g., 5 is 5 and 0; 4 is 1 and 3, and 2 and 2;
and 3, 1, and 4, 0, and 5
Adds and subtracts 1- and 2-digit whole numbers without regrouping
Adds and subtracts 2- to 4-digit whole numbers with regrouping
Adds and subtracts 4- to 6-digit whole numbers or more with regrouping
Represents and solves routine and nonroutine problems involving subtraction of whole
numbers including money with minuends up to 99 with and without regrouping using
appropriate problem-solving strategies and tools
Creates situations involving addition of whole number including money
Solves one-step problems related to daily life involving addition or subtraction without
regrouping
Multiplies and divides a 1 to 2-digit whole number by a 1 digit number
Multiplies and divides a 2 to 3-digit whole number by a 1- to 2-digit number
Multiplies and divides 3- to 5-digit whole numbers by a 2- to 3-digit whole number
Applies knowledge of multiplication and division to solve daily problems
Solves two-step problems involving 2- to 4-digit numbers using any two of the four
fundamental operations
Demonstrates an understanding of the order of operations of the four fundamental
mathematical operations (+, -, x, ¸) to solve problems with 3 or 4 steps applying the principle
of MDAS, i. e., multiplication is done first before division and then addition; the last operation
to be done is subtraction in the case of a 4-step problem
Solves problems involving multiple steps using the four fundamental operations
States, explains, and interprets Parenthesis, Multiplication, Division, Addition,
Subtraction(PMDAS) or Grouping, Multiplication, Division, Addition, Subtraction (GMDAS)
rule
Simplifies a series of operations on whole numbers involving more than two operations using
the PMDAS or GMDAS rule
Demonstrates comprehension of whole numbers and their uses in everyday life
Reads and writes fractions in symbols and in words
Uses fractions to name the equal parts of a whole
Identifies the different kinds of fractions
Compares fractions using the symbols >, < or =
Adds and subtracts similar fractions and whole numbers
Demonstrates knowledge/understanding and skills related to fractions applying these skills in
solving real life problems
Computes for the Least Common Denominator (LCD), Greatest Common Factor (GCF), and
the lowest term of fractions
Adds and subtracts similar and dissimilar fractions including combinations with mixed
numbers
Get the reciprocal of fraction
Multiplies and divides fractions including mixed numbers
Solves real-life problems involving fractions and mixed numbers
Identifies factors of a given number up to 100
Identifies the multiples of a given number up to100
Differentiates prime from composite numbers
Writes a given number as a product of its prime factors
Find the common factors and the greatest common factor (GCF) of two numbers using the
following methods: listing, prime factorization, and continuous division
Finds the common multiples and least common multiple (LCM) of two numbers using the
following methods: listing, prime factorization, and continuous division
Solves real-life problems involving GCF and LCM of 2 given numbers
Creates problems with reasonable answers involving GCF and LCM of 2 given numbers
Uses divisibility rules for 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12 to find the common factors of
numbers
Solves routine and nonroutine problems involving factors, multiples, and divisibility rules for
2,3,4,5,6,8,9,10,11, and12.
Creates problems (with reasonable answers) involving factors, multiples, and divisibility rules

Finds the common factors and the GCF of 2–4 numbers using continuous division
Finds the common multiples and LCM of 2–4 numbers using continuous division
Solves real-life problems involving GCF and LCM of 2–3 given numbers
Creates problems (with reasonable answers) involving GCF and LCM of 2–3 given numbers

Reads and writes decimals in words and symbols

Identifies the place value and value of the digits of a decimal
Compares the value of the digits of a decimal
Round off decimals
Rounds decimal numbers to the nearest hundredth and thousandth
Visualizes decimal numbers using models like blocks, grids, number lines and money to
show the relationship to fractions
Converts decimals into fractions and vice versa
Adds and subtracts decimals
Demonstrates knowledge understanding and skills related to decimals by applying these
skills in solving real life problems
Solves 1or more steps routine and nonroutine problems involving addition and/or subtraction
of decimals and mixed decimals using appropriate problem-solving strategies and tools

Multiplies mentally decimals up to2 decimals places by 0.1, 0.01, 10, and 100.
Visualizes division of decimal numbers using pictorial models
Multiplies and divide decimals
Divides decimals up to 4 decimal places by 0.1, 0.01, and 0.001
Divides decimals up to 2 decimal places by 10,100, and 1000 mentally
Differentiates terminating from repeating, nonterminating decimal quotients
Solves problems in daily life involving decimals that are money related
Reads and writes pesos and centavos in words and symbols
Adds and subtracts decimals in money form
Multiplies and divides decimals involving money
Creates problems (with reasonable answers) involving division without or with any of the
other operations of decimals, mixed decimals, and whole numbers including money
Reads and writes ratios and proportions in words and symbols
Gives examples of real life relationships in the form of ratio and proportion
Explains the meaning of ratio and proportion and how they are related
Identifies equivalent ratios
Expresses one value as a fraction of another given their ratio and vice versa
Finds how many times one value is as large as another given their ratio and viceversa
Simplifies ratio to its lowest term
Converts ratio to fractions and vice versa
Differentiates between ratio and rate
Solves daily life problems involving ratio and proportion and rate
Creates problems involving ratio and proportion, with reasonable answers
Solves problems involving direct proportion, partitive proportion, and inverse proportion in
different contexts such as distance, rate, and time using appropriate strategies and tools
Finds a missing term in a proportion (direct, inverse, and partitive).
Demonstrates knowledge of ratio and proportion as applied in solving real-life problems
Explains the meaning of percent and percentage and its practical application in everyday life

Converts percent to decimals and viceversa

Converts percent to fractions and viceversa
Solves daily life problems involving percent and percentages
Creates problems involving percent, with reasonable answers
Demonstrates knowledge and skills on percent and
percentage in solving real-life problems
Defines set and other related terms
Discusses the different kinds of sets
Finds the subset of a given set
Determines the total number of subsets of a given set
Determines whether a given set is joint or disjoint
Determines whether a given set is equal or equivalent
Determines the union of two sets
Determines the intersection of two sets
Demonstrates skills in operation on sets
Gets the difference between the two sets
Gets the complement of a set
Solves problems in real life using Venn diagrams
Defines and classifies real numbers
Describes and draws a number line
Shows the different sets of real numbers on a number line
Determines the properties of real numbers
Finds the absolute value of a number
Performs operations dealing with absolute values
Describes the set of integers
Compares integers with other numbers such as whole numbers, fractions, and decimals
Reads and writes positive and negative numbers on number line
Adds integers using the number line
Adds and subtracts positive and negative numbers.
Applies knowledge of addition and subtraction of integers in solving daily problems
Performs multiplication and division of integers
Applies knowledge of multiplication and division of integers to solve daily problems
Solves routine and nonroutine problems involving basic operations of integers using
appropriate strategies and tools
Applies knowledge involving integers to solve problems in daily life

III. Content Standard: Numeracy Skills

Performance Standard: Acquire mathematical skills for personal and social effectiveness.

Performance Standard C: Demonstrate knowledge and skills involving geometric

shapes/figures and its application to daily lives.
Represents point, line, and plane using concrete and pictorial models
Identify objects that represent point, line and plane such as paper, rope, farm land, wall,
ceiling, etc.subsets of a line
Illustrates
Illustrates different types of lines such as perpendicular, parallel and intersecting lines
Identify different types of lines such as perpendicular, parallel, and intersecting lines in real
objects
Draws congruent line segments
Identifies congruent line segments
Identifies plane figures, e.g., triangle, square, rectangle, circle.
Tessellates the plane using triangles, squares, and other shapes
Describes geometric shapes at home and workplace
Applies the principles of geometric shapes in daily life situations
Relates geometric ideas to number and measurement ideas, including the concepts of
perimeter, area, volume, angle measure, capacity, weight, and mass
Uses a variety of tools and technologies to study geometry, e.g., ruler, protractor, compass,
software
Identifies the line of symmetry in a given symmetrical figure
Draws the line of symmetry in a given symmetrical figure
Completes a symmetric figure with respect to a given line of symmetry
Differentiates symmetrical from asymmetrical shapes in furniture, houses, and buildings
Illustrates an angle
Draws different types of angles found in the objects used in daily life, e.g., right angles, acute
angles, obtuse angles
Measures angles found in geometric shapes using a protractor
Converts the given measurement of an angle to unit degrees or radians and viceversa
Classifies triangles according to measure of its angles and sides
Identifies and describes triangles according to sides and angles using concrete objects
Describes the attributes/properties of triangles and quadrilaterals using concrete objects or
models
Describes the different kinds of quadrilaterals and its properties: square, rectangle,
parallelogram, trapezoid, and rhombus
Identifies the different kinds of quadrilaterals: square, rectangle, parallelogram, trapezoid,
and rhombus on many objects such as wall, roof, field, etc.
Relates triangles to quadrilaterals
Relates one quadrilateral to another quadrilateral (e.g. square to rhombus)
Describes polygons with 5 or more sides
Name polygons according to number of sides
Constructs triangles, squares, rectangles, regular pentagons, and regular hexagons
Describes and compares properties of polygons (regular and irregular polygons)
Describe congruent polygons
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
Draws circles with different radius using compass
Describes solid figures
Describes the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere
Differentiates plane from surface figures (2D and 3D objects)
Illustrates the different solid figures using various concrete and pictorial models
Makes models of different solid figures—cube, prism, pyramid, cylinder, cone, and
sphere—using plane figures
Identifies the faces of a solid figure
The Pythagorean Theorem and its application in real life situations
The six trigonometric ratios
Illustrates angle of elevation and angle of depression
Illustrates the law of sines and law of cosines
Application of trigonometric ratios and law of sines and cosines in real-life situations

IV. Content Standard: Numeracy Skill

Performance Standard: Acquire mathematical skills for personal and social effectiveness
Performance Standard D: Demonstrate knowledge and skills in using measuring devices in
solving real life problems.
Shows appreciation of indigenous measurement technologies used by different cultures, e.g.:

Takes and records linear measurements, e.g., width, length, height, distance using rulers,
tape measures, meter sticks and indigenous measuring devices
Uses appropriate units of length and distances for measurement, e.g., millimeter (mm),
centimeter (cm), inch, feet (ft.), yard, meter (m), kilometer (km), and mile (mi).
Compares the reliability and accuracy of linear measurements of objects using standard
units, e.g., mm, cm, ft, m with indigenous ways, e.g., dangkal, dipa, piye, hakbang
Converts smaller units of length to bigger units and vice versa, e.g., meter to kilometer,
centimeter to meter, centimeter to millimeter, inches to feet, yards to feet
Converts one standard unit of length to another and vice versa
Applies the formula for computing perimeter and circumference
Explains the meaning of perimeter and its practical applications in daily life
Computes the perimeter of different geometric shapes in everyday life
Explains the meaning of circumference and related terms like radius, diameter and its
practical applications in daily life situations, e.g.:
Computes the diameter, radius and circumference of a circle using the value of pi (p)
Applies knowledge and skills in solving daily life problems involving linear measurement,
perimeter, and circumference of objects
Explains the meaning of area and its practical application in real life situations
Differentiates perimeter from area
Identifies units of measurement, e.g., square meters, square kilometers, hectares
Uses the appropriate units of measure in measuring area
Converts smaller units of area to bigger units and vice versa
Converts one standard unit of area in the English to the metric system and vice versa, e.g.,
square feet to square meters, square meters to acres, square inches to square centimeters

Solves routine and nonroutine problems involving area of composite figures formed by any
two or more of the following: triangle, square, rectangle, circle, and semicircle
Determines the area of a square and a rectangle with the use of square objects representing
standard square units and compute the same applying the appropriate formulae for the same
plane the
Finds figures
area of irregular plane figures made up of squares and rectangles using sq.cm,
sq.m. and sq.ft.
Estimates the area of irregular plane figures made up of squares and rectangles
Uses appropriate formula in solving daily life problems involving the area of plane figures:
square, rectangle, triangle, parallelogram
Derives the formula for the area of triangles, parallelograms, and trapezoids
Creates problems (with reasonable answers) involving area involving squares, rectangles,
triangles, parallelograms, and trapezoids
Applies knowledge and skills in measurement in solving daily life problems on area
Derives a formula in finding the area of a circle
Finds the area of a given circle
Solves routine and nonroutine problems involving the area of a circle
Creates problems involving a circle
Explains the meaning of surface area and its practical application, e.g., estimating the
amount of wrapping paper for a gift in a square or rectangular box.
Describes surface area and names the unit of measure used for measuring the surface area
of solid/space figures
Finds the surface area of cubes, prisms, pyramids, cylinders, cones, and spheres
Creates problems involving surface area and volume of solid/space figures, with reasonable
answers
Uses appropriate formula involving problems on surface area
Computes for the volume of spatial figures
Compares the concept of area with that of volume in terms of figures, dimensions, unit of
measurements, total outside surface or bulk/fullness, formulae for computation
Identifies practical applications of volume e.g., cubic centimeters (cc), milliliters (ml), cubic
meters, cubic inches, cubic feet, liters, gallons, pints and fluid oz
Measures, reads and records measures of volume using standard equipment and indigenous
measures; e. g., one liter of coke and one ganta of corn/rice
Converts smaller units of volume to bigger units and viceversa, e.g., milliliters(ml) to liters (L)
or L to ml,one standard unit of volume from the English to the metric system and vice versa
Converts

Approximates measurement of volume in everyday use

Uses appropriate formula to find the volume of various solids, e.g., cylinders, cubes,
rectangular prisms, spheres, etc. in solving everyday problems
Uses indigenous measures to estimate the volume of objects
Demonstrates understanding of the meaning of mass/weight
Read and record measures of mass/weight of objects using standard measuring devices and
indigenous ways
Estimates mass/weight by lifting and by comparing familiar objects considering the shape,
diameter, and height of other containers to determine if the seller gives the right amount of
Explains the meaning of mass/weight and its practical application
Uses appropriate units of measurement of weight, e.g., grams (gm), kilograms (kg), tons (t),
pounds (lbs.), ounces (oz.)
Converts smaller units of weight/mass to bigger units and viceversa, e.g., grams to
kilograms, kilograms to tons
Converts standard units of weight/mass from the English to the metric system and viceversa

Compares weights using standard and indigenous measures; e.g., 1cavan of rice equivalent
to 50 kilos is also equal to 20 gantas
Solves everyday problems using knowledge and skills on weight/mass
Demonstrates an understanding of the concepts of temperature and pressure
Interprets temperature in daily life activities, e.g., boiling water, ice water, weather, by using
appropriate measuring devices such as a thermometer
Applies knowledge of temperature in solving everyday problems
Monitors and controls the temperature of everyday technologies
Reads, records, and interprets body temperature using a thermometer
Converts standard unit of temperature from Fahrenheit to Celsius and vice versa
Demonstrates skills in measuring water and electricity consumption
Reads, records, and interprets measures of consumption of water and electricity
Relates electricity consumption with length of time, frequency of use of electric appliances,
and wattage of the appliances
Interprets the items on water and electricity billing statements
Computes for the cost of consumption of electricity and water
Identifies ways to save/reduce water and electricity consumption
Demonstrates knowledge and skill in understanding time and the calendar
Tells and writes time by hour, half-hour, and quarter-hour using analog clock
Reads and records the time of the day by
Converts time from smaller to larger units and vice versa.
Converts time from 12-hour units (a.m./p.m.) to 24- hour (military) units
Determines the time in another place in the world given the time in the Philippines or vice
versa (e.g., when overseas Filipino workers [OFWs] telephone relatives in the Philippines or
vice versa)
Uses knowledge of time to solve simple problems
Finds the elapsed time in minutes and seconds
Estimates the duration of time in minutes
Solves problems involving elapsed time
Reads/interprets time-related charts and tables
Relates time to distance
Relates time to volume of work
Relates time to speed
Solves problems involving average rate and speed
Uses a calendar to determine days, weeks, months, and years (including number of days in a
week, weeks in a month, months in a year, weeks in a year, days in a year, years in a
decade/century,
Reads etc.) dates in calendars (birthdays, anniversaries, holidays, historical events,
and computes
Before Christian Era [BCE]/Christian Era [CE].
Uses knowledge of the calendar in solving problems
Uses estimation skills in working with quantities, measurements, computations, and problems
solving in everyday life
Determines when an estimate is appropriate
Determines an estimate’slevel of accuracy
Applies estimation when working with quantities, measurement, and computation
Uses estimation to check the reasonableness of the results of computations
Derives the formula for the volume of rectangular prisms
Creates problems (with reasonable answers) involving volume of rectangular prism

V. Content Standard: Numeracy Skills

Performance Standard: Acquire mathematical skills for personal and social effectiveness.

Performance Standard E: Demonstrate knowledge and skills in 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; and polynomials and polynomial equations and functions).

Defines exponents and other related terms

States and apply the laws of exponents
Solves problems involving zero and negative integral exponents
Describes the exponent and the base in a number expressed in exponential notation
Gives the value of numbers expressed in exponential notation
Interprets and explains the Grouping, Exponent,
Multiplication, Division, Addition, Subtraction (GEMDAS) rule
Identify the laws of exponents inreal-life situations
Formulates the rule in finding the nth term using different strategies (looking for a pattern,
guessing and checking, working backward) e.g., 4,7,13,16,…n (the nth term is 3n+1)

Defines algebraic expressions and other related terms

Differentiates expression from equation. M6AL-IIId-15
Translates real-life verbal expressions into letters or symbols and viceversa
Defines a variable in an algebraic expression and equation
Represents quantities in real-life situations using algebraic expressions and equations
Solves routine and nonroutine problems involving different types of numerical expressions
and equations such as 7+9 =+ 6
Creates routine and nonroutine problems involving numerical expressions and equations
Defines polynomials
Interprets the meaning of anywhere n is a positive integer
Differentiates between constants and variables in a given algebraic expression
Evaluates algebraic expressions for given values of the variables
Classifies algebraic expressions which are polynomials according to degree and number of
terms
Multiplies polynomials using special products
Finds the prime factors of an integer
Finds the greatest common factor (GCF) of a set of monomials
Factors polynomials using the various methods of factoring (polynomials with common
monomial factor, difference of two squares, sum and difference of two cubes, perfect square
trinomials, and general trinomials)
Performs operations on polynomials
Illustrates rational algebraic expression
Simplify rational algebraic expressions
Simplifies complex rational algebraic expressions
Multiplies rational algebraic expressions
Divides the rational algebraic expressions
Finds the LCD of rational algebraic expressions (both with the same and different
denominators)
Converts a given rational expression into an equivalent rational expression
Performs addition of rational algebraic expressions (both with the same and different
Performssubtraction of rational algebraic expressions (both with the same and different
Represents real-life situations using rational algebraic expressions
Performs operations on rational algebraic expressions that involve 2 or more operations
Illustrates the rectangular coordinate system and its uses
Defines linear equations
Simplifies linear equations
Writes the linear equation ax + by = c in the form y = mx + b and vice-versa; x+y=3
transform into y=-x+3
Finds the slope of linear equations
Finds the intercepts of linear equations both x and y intercepts
Graphs different types of linear equations
Describes the slope and intercepts of linear equation based on the graph
Solves systems of linear equations using different methods: elimination & substitution
Determines whether the systems of linear equations in two variables are consistent or
inconsistent, dependent or independent
Describes systems of linear equations as to whether its graph is parallel, coinciding, or
intersecting using formula
Solves word problems involving linear equations
Defines quadratic equations and other related terms and its properties
Illustrates quadratic equations
Writes a quadratic equations in standard form
Solves quadratic equations using different methods: quadratic formula, factorization,
completing the square
Illustrates quadratic functions
Differentiate quadratic function from quadratic equation
Sketches the graph of a quadratic function using different methods
Describes the graph of quadratic function in terms of intercepts, axis of symmetry, and vertex

Finds the discriminant of quadratic function then describes its roots and graph
Finds the maximum or minimum value of quadratic function
Illustrates polynomial functions
Identifies the key concepts of polynomial functions
Evaluates functions
Performs operations on functions
Graphs polynomial functions
Applies remainder theorem and factor theorem
Defines inequality and other related terms
Sketches inequalities(linear and quadratic inequalities)
Solves the inequalities by graphing
Solves systems of inequalities (both 1st- and 2nd-degree equations)
Solves word problems involving inequalities
Defines variations and types of variations
Illustrates situations that involve the following variations: (a) direct, (b) inverse, (c) joint, (d)
combined
Applications of different variations in real-life situation
Illustrates an arithmetic sequence
Identifiessequence (whether arithmetic or not)
Determines the general equation of arithmetic sequence
Finds the unknown term/s of arithmetic sequence
Finds the arithmetic series and other related unknown values
Finds the arithmetic mean/s
Illustrates a geometric sequence
Identifies sequence (whether geometric or not)
Determines the general equation of geometric sequence
Finds the unknown terms of geomteric sequence
Finds the geometric series and other unknown values
Finds the geometric means
Solves problems thatinvolve arithmetic and geometric sequences/series
Collects and records data
Records data and systematically arrangesthesein a table
Tallies the frequency of occurrence, e.g., votes counted in a barangay election for candidates

Organizes information collected in a frequency distribution table

Describes the different kinds of graphs used to organize and present data in real life
situations
Identifies the parts of a pictograph, bar graph, and line graph, i.e., title, legend, labels, and
vertical and horizontal axes
Interprets the legend in a graph
Translates data into graphs or charts
Constructs pictographs, bar graphs, line graphs, and pie/circle graphs to organize, present,
and analyze data from everyday life situations showing
Reads/interprets data presented in a graph
Analyzes and draws conclusions from statistical data presented in graphs and tables
Makes comparisons of data presented in a graph
Draws inferences and conclusions based on analysis of data presented in graphs and tables

Solves routine and nonroutine problems using data presented in a pictograph without and
Defines mean, median, mode, and other related terms
Illustrates the different properties of measures of central tendency
Illustrates the measures of central tendency (mean, median, and mode) of a statistical data

Calculates the measures of central tendency of ungrouped and grouped data

Uses mean, median, and mode and measures of variation to analyze and interpret data to
solve problems in daily life
Illustrates the measures of variability (range, average deviation, variance, standard deviation)
of statistical data
Calculates the measures of variability of grouped and ungrouped data
Draws conclusions from graphic and tabular data using measures of central tendency and
variability
Poses problems that can be solved using Statistics (measures of central tendency and
variability)
Illustrates the following measures of position: quartiles, deciles, and percentile
Calculates a specified measure of position (e.g., 90thpercentile) of a set of data
Solves problems involving measures of position
Interprets measures of position
Uses appropriate measures of position and other statistical methods in analyzing and
interpreting research data
Distinguishes between a sample and a population
Determines the use of sampling
Describes and differentiates the types of sampling techniques
Identifies the appropriate sample size using Slovins Formula and other techniques
Differentiates parameters and statistics, and their relationship
Formulates simple statistical instruments
Conducts a simple survey
Describes the meaning of probability such as ―50% chance of rain‖ and ―one in a million
chance of winning‖
Analyzes data obtained from chance using experiments involving letter cards (A–Z) and
number cards (0–20).
Solves routine and nonroutine problems involving experimental and theoretical probability
Creates routine and nonroutine problems involving experimental and theoretical probability

States and applies the laws of probability in everyday life

Calculates probabilities in real-life situations
Solves routine and no-routine problems involving a simple experiment
Makes simple predictions of events based on the results of experiments
Formulates a mini-research

LS 4: LIFE AND CAREER SKILLS

I. Content Standard: Ability to earn a living Employment
Performance Standard A: Apply working knowledge, attitudes, and work-related skills as an
employed person to earn a living and improve one’s economic status
Assess one’s personal strengths /attributes /assets/limitation/interests as a potential
employee
Appreciate the importance of planning for life and career development
Demonstrate an awareness of occupations in the local and global community and understand
the interdependence of these occupations
Demonstrate an understanding of the concept of career-related terms such as career,
occupation, job and work in planning for the future
Demonstrate effective decision-making skills in life and career planning
Demonstrate knowledge of themselves: their relationships with others, their skills, their
educational plans, future dreams, their and predictions for the future to develop life and
career plans that include short- and long-term goals
Determine and planning one’s employment career options/pathways
Identify possible carrer options aligned with one’s interest/strengths/assets
Analyze job and wage employment opportunities in the community, province, region, country
and overseas
Match personal skills and interests with available jobs
Establish career goals
Identify competency requirements for different career options
Determine pathways to acquire competency requirements of identified career options
Develop a career pathway map
Utilize resources for exploring occupational alternatives
Track progress in achieving career goals
Maintain a career portfolio to develop lifelong career plans
Identify possible future trends for life and career planning
Determine the advantages and disadvantages of earning a living through wage employment

Identify role models among the wage employed

Demonstrate how to manage personal files in a computer
Demonstrate the work readiness skills
Discuss the rights and responsibilities of employees and employers
Appreciate the need for constant upgrading of your knowledge and skills to maintain one’s
ability to earn a living as an employee
Demonstrate knowledge of how their experiences and decisions have already influenced thier
lives and will affect their lives in the future.
Be aware of the influence of social and economic coditions on future choices.
Demonstrate a knowledge of entrepreneurial characteristics

II. Content Standard: Ability to earn a living (Self-employment/Entrepreneurship)

Performance Standard B: Apply working knowledge, skills and positive attitudes as a self-
employed individual/entrepreneur to engage in a business activity involving marketable
goods and services to earn aliving and improve one’s economic status
Appreciate the skills needed to be a successful self-employed individual/entrepreneur
Determine the advantages and disadvantages of being self-employed
Identify successful enterpreneurs/self-employed persons in the community as potential role
models/mentors
Develop/strengthen one’s own personal entrepreneural competencies and skills (PECs)
For at least one identified feasible business idea propose a new Product/Service
Identify what is of value to the customer
Decribe a profile of the potential customer/market
Explain what makes your proposed product unique and competitive
Apply creative and innovative techniques to develop a sample marketable product
Emply a Unique proposition (EUP) to the product/service
Demonstrate understanding of business planning concepts
Planning for a business
Establishing a business enterprise
Understanding market and market system
Preparing a production plan
Preparing a marketing plan
Preparing a distribution/sales plan
Preparing a business quality management plan
Appreciate the need for constant upgrading of your PECs to maintain one’s ability to earn a
living as a self-employed individual/entrepreneur through:

III. Content Standard: Productivity (Employment)

Performance Standard C: Enhance one's capacity to work with efficiency in utilizing
resources to produce quality outputs as an employed.
Discussing the responsibilities of employees for working efficiently to produce quality work
Identify opportunities and barriers to improved productivity as an employee
Managing time efficiently
Appropriate workplace behavior
Efficient, safe and cost-effective use of appropriate work tools
Efficient utilization of supplies/materials
Proper care and maintenance of tools and equipment
Identifying, reporting and reducing risks and hazards
Keeping the workplace clean and tidy
Demonstrating concern for quality
Practicing health and safety measures at work
Demonstrating knowledge of first-aid treatment for workplace injuries
Practicing professional work ethics
Exploring opportunities for continous improvement and improved profitability
Demonstrate understanding of the possibilities and limitations of using appropriate
technology as a means to make a living and improve productivity as an employee
Identify traditional and indigenous technologies in the community, province, region used to
make a living and improve work productivity
Identify modern technologies predominantly used to make a living and improve work
productivity
Discuss the benefits of increased productivity as an employed person

IV. Content Standard: Productivity (Self-employment/Entrepreneurship)

Performance Standard D: Enhance one’s capibility to use resources efficiency to produce
quality outputs as a self-employed person
Discuss the benefits of increased productivity as a self-employed person/entrepreneur
Create a plan of action to improve productivity of his/her business choice by:
Identifying opportunities and barriers to improved productivity in a business
Identifying potential customers and maximizing customer/client satisfaction
Performing efficient utilization of supplies/materials
Maintaining quality control/improvement of the production process
Controlling purchasing and storage of materials to prevent losses
Identifying risks and developing strategies to reduce, mitigate or transfer such risks
Troubleshooting business-related problems (materials, manpower, methods, machinery,
money, service)
Managing the relationship between improving productivity and competitiveness
Identifying/selecting/using appropriate technology to improve productivity, efficiency and
quality
Sustaining productivity gains

V. Content Standard: Understanding the market system

Performance Standard E: Demonstrate understanding of the market system of goods and
services, and its opportunities and challenges for earning a living.
Describe the main features of the market system
Enumerate various criteria and steps in selecting a business idea
Discuss the different factors that influence choice of goods and services in the market
system.
Identify the advantages and opportunities in the market system
Discuss the disadvantages and dangers of the market system
Determine what can be done in the light of the saying: “The market is a good servant but a
bad master."
Develop a brand for a chosen product
Identify the benefits of having a good brand
Enumerate recognizable brands in the town / province
Enumerate the criteria for developing a brand
Generate a clear appealing product brand
Innovate one’s product to make it unique and a stand-out
Determine opportunities for products and services that have the income-generating potentital
at home and in the market
Explain the definition and difference between products and services.
Determine the clientele for the most appropriate products and services
Determines the business opportunities at home and in the market
Sell a unique product
Relate the elasticity of demand with price of commodities and services
Explain the interaction between demand and supply to the price and the market
Assess the potential for earning a living in the market system - in the community, province
and region.
Discuss the challenges and opportunities of economic activities of a country
Determine Specialized skills weavers in the community (weaving handicraft or handloom)
(MAPE)
Determine Products and services that are in demand
Recognize and understand the market
Identify the players / competitors within the town
Identify the different products / services available in the market
Recognize the potential customer / market
Identify the profile of potential customers
Identify the customer’s needs and wants through consumer analysis
Conduct consumer / market analysis
VI Content Standard: Sustainable Consumption
Performance Standard F: Apply working knowledge, attitudes and life skills as a consumer
to promote more sustainable living
Demonstrate understanding of daily practices that promote sustainable living. This includes:

Satisfying human needs (balancing wants and desirea and available resources) while living
within one’s means
Minimizing resource use, waste and pollution and reducing environmental damage as a
consumer
Practising reusing and recycling
Conserving resources for future generations in relation to the production, distribution, use and
disposal of products and services
Making informed choices as a consumer of products and services
Making decisions as a consumer taking into account social, econimic, ecological
considerations e.g., avoiding children’s toys made of toxic materials
Discussing the rights and responsibilities of consumers
Critically analyzing information and claims made in advertisements as input to decision-
making as a consumer
Demonstrating knowledge and skills in protecting one’s privacy as a consumer (e.g.,keeping
secure passwords for bank accounts) by using digital technologies e.g., internet, social
media as sources of consumer information to guide purchases of goods and services

Demonstrate knowledge and skills in financial literacy and consumer economics.

Managing personal and home finances
Demonstarting sufficiency and moderation in ones individual and family consumption
practices
Balancing quality and affordability when buying and selling
Explaining the opportunities, benefits and risks offered by E-Commerce e.g., e-banking, e-bill
payments, on-line purchasing, e-marketing

LS 5: Understanding the Self and Society

Content Standard: Intrapersonal Relationship (Positive Sense of Self) and Development of
One’s Potential
Performance Standard A: Develop a positive sense of self and discovering one's potential.

1. Self-awareness: Learning to Know Oneself

2. Self-worth: Knowledge of One’s Strengths and Weaknesses
3. Self-direction (Setting Goals)
4. Self-discipline
5. Managing emotions and impulses
6. Sense of Responsibility and Accountability
7. Personal Conviction (Paninindigan)
8. Plan for personal change to develop one’s potential
9. Life and Career Skills

Content Standard: Interpersonal Relationships (Family Solidarity and Pakikipagkapwa)

Performance Standard B: Develop interpersonal skills that will contribute to harmonious
relationships between and among one’s family and community
1. Demonstrate smooth interpersonal relationships between and among family members.
Describe one’s relationships with members of his/her family by recognizing his/her role in the
family.
For example, naming the family member who: • shares one’s interests – e.g., love of plants
2. Demonstrate smooth interpersonal relationships between and among community members

Content Standard: National Identity

Performance Standard C: Develop love of country with focus on appreciation of one’s
cultural heritage and respect for cultural diversities.
1. Take pride in being a Filipino
2. Take pride in one’s culture (See LS 5, TO A, EO 1, p.5)
3. Take pride of the beautiful sites and attractions in the country
4. Pride in Filipino Heritage

Content Standard: Knowledge, Acceptance, Respect and Appreciation of Diversity

Performance Standard D: Demonstrate tolerance, appreciation and respect for cultural
diversity.
1. Describe the way of life or culture observed in one’s community
2. Cite similarities or differences in people’s ways of life or culture in one’s community with
regard to the above list
3. the ways in which all people are the same with regard to basic human needs and how
they differ—in their diverse cultures and on account of gender—in meeting those needs
4. Analyze the development and progress of cities and the state
5. Define the concepts of tradition, philosophy, and religion
6. Identify similarities and differences in one’s way of life or culture in one’s community with
that of neighboring Asian countries
7. Demonstrate recognition of gender equality
8. Make a plan on how to introduce and be proud of the cultures of different regions in
creative
9. Analyzeways
the connection of human resoources in Asia toward improving the current
economy and society
10. Illustrate the ethnic composition of Asian regions
11. Identify characteristics of arts and crafts in
specific countries.
12. Analyze elements and principles of art in the production of arts and crafts inspired by the
cultures of the different Asian regions
13. Identify selected festivals and theatrical forms celebrated all over Asian Region
14. Identify the elements and principles of arts as manifested in Asian festivals and theatrical
forms
15. Analyze musical elements of selected songs and instrumental pieces heard and
performed in the different Asian regions
16. Identify musical characteristics of selected Asian musical theater through video films or
live performances
17. Analyze art elements and principles in the production of work following a specific art style

18. Identify distinct characteristics of arts during the Neoclassic and Romantic periods
19. Analyze art elements and principles in the production of work following a specific art style
from the Neoclassic and Romantic periods
20. Identify the elements and principles of arts as manifested in Western Classical plays and
opera
21. Analyze the uniqueness of each group’s performance of its selected Western classical
theater play and opera
22. Use artworks to derive the traditions/history of an art period
23. Use artworks to derive the traditions/history of the Neoclassic and Romantic periods
24. Show the influences of the Western Classical art traditions to Philippine art form
25. Determine the use, role, or function of artworks by evaluating their utilization and
combination of art elements and principles
26. Compare the characteristics of artworks produced in the various art movements
27. Explain the distinguishing characteristic of the performance practice (setting,
composition, role of composers/performers, and audience) during Medieval Renaissance and
Baroque periods
28. Listen perceptively to selected vocal and instrumental music of Medieval, Renaissance,

Baroque, Classical, and Romantic music

29. Explain the distinguishing characteristic the performance practice (setting, composition,
role of composers/performers, and audience) of Romantic music
30. Relate and appreciate 20th-century music to its historical and cultural background
31. Describe Afro- Latin, American, and popular music
32. Listensperceptively to Afro- Latin, American, and popular music and excerpts of major
contemporary works
33. Analyze musical characteristics of Afro-Latin American and popular music
34. Explore ways to create sounds on a variety of sources suitable to chosen vocal and
instrumental selections
35. Use artworks to derive the traditions/history of the various art movements
36. Use artworks to derive the traditions/history of a community

Content Standard: Knowledge, Acceptance, Respect and Appreciation of Diversity

Performance Standard E: Demonstrate tolerance, appreciation and respect for Unity in
Diversity in the context of one’s family, group, community, country and the world.
1. Recognize one's skills, talents, and abilities
2. Compare one’s skills with those of others
3. Show tolerance and respect for others despite diversity of cultures and beliefs
4. Identify what makes up a community.
5. Identify the effects of cultural diversity on oneself and one’s group, family, community,
country, and the world
6. Cite situations in which groups of people with different ways of life or culture live and work
harmoniously in the same group, community, or country
7. Cite situations in which people of different cultures live together but not harmoniously
8. Express the importance of the contributions of ancient civilizations to the development of
global awareness
9. Explain how people may live and work together harmoniously in spite of their differences,
for example, through practicing tolerance, showing appreciation of cultural and gender
differences, or developing processes for settling differences such as mediation or negotiation

10. Explain the concept of ―unity in diversity‖ (that human beings have the same needs that
are met in different ways in different cultures, that people can appreciate or at least respect
or tolerate their differences, and live and work together in harmony)
11. Evaluate the impact or effects of lack of unity in diversity on the people’s quality of life
(economic stagnation, underdevelopment, environmental depletion)
12. Explain how understanding, mutual respect, and tolerance of diversity among peoples
contribute to the attainment of peace in the world

Contnet Standard: Knowing and Caring for our Environment

Performance Standard F: Develop appreciation and take action toward concern for
environment.
1. Describe the main features of one’s

Content Standard: Local Governance

Performance Standard G: Exercise one’s rights and responsibilities as a citizen through
participation in local governance.
1. Enumerate the rights and responsibilities of the local government in insuring citizens’
participation in governance, e.g., formulating local development plans, and raising money for
community
2. purposes
the services, projects, and other activities of the government in addressing the needs of
every
3. citizen
Demonstrate practical application of one’s knowledge of the Local Governance Code
4. Discuss the benefits to the community arising from citizens’ participation in local
governance
5. Participate in the various channels for citizens’ participation in local governance at the
barangay level

Content Standard: Civil and Political Rights and Corresponding Responsibilities

Performance Standard H: Demonstrate vigilance in exercising one’s rights and fulfilling
his/her corresponding responsibilities.
1. Explain the rights in the Universal
Declaration of Human Rights and Citizens
2. Demonstrate proper exercise of human rights and fulfilment of the corresponding
responsibilities
Content Standard: Nonviolent Resolution/Management of Conflict and Peace
Performance Standard I: Practice different ways of peaceful resolution / management of
conflicts in the family, group, community, country, region, and the world
1. Identify internal conflicts that affect relationship with others
2. Address one’s internal conflicts
3. Exhibit being peaceable
4. Identify the reasons for frequent
5. misunderstanding of the members of the family
6. Analyze the reasons behind the misunderstanding between family members
7. Provide appropriate responses to the misunderstanding between family members
8. Explain the social conflicts one frequently encounters
9. Analyze the factors that bring about societal conflicts
10. Formulate appropriate solutions to address societal conflicts
11. Enumerate conflicts experienced in different parts of the country
12. Analyze the factors that bring about conflicts
13. Explain the different programs of the government to solve conflicts
14. Evaluate the appropriateness of government programs in response to conflicts
15. Explain territorial and political conflicts and their relationship to the conflicts among
countries in Southeast Asia
16. Examine the effects of nationalism on ethnic wars in Asia
17. Analyze the important events that happened in World War II
18. Evaluates the effects of World War II
19. Scrutinize peace-related programs in Southeast Asia
20. Determine the appropriateness of peace-related programs in Southeast Asia
21. Suggest alternative peace-related programs in Southeast Asia
Cite issues connected with peace-related concerns worldwide
22. Analyze the reasons that led to World War I
23. Examine the effects of territorial and border conflicts on societal, political, economic, and
peace-related aspects
24. Evaluate the efforts exerted by other countries to achieve global peace and progress
25. Appreciate peace-keeping initiatives in different parts of the world

Content Standard: Global Awareness, Interdependence, and Solidarity

Performance Standard J: Demonstrate an understanding of the concepts of geography,
globalization, global interdependence (3Gs), and regional integration, and their impact on
one’s life. the meaning of symbols used in maps through rules
1. Explain
2. Locate the different regions in the map using geographical features like distance and
direction
3. Illustrate the location of cities in one’s region based on its surroundings using relative
location
4. Compare cities in one’s region based on location, direction, size, and form
5. Describe different cities in a region based on physical and geographical characteristics
using a topographical map
6. Compare and contrast the primary land forms and water forms of various cities in one’s
region
7. Determine the connection of various water and land forms in the cities within one’s region

8. Make a simple map showing the important and various land and water forms in one’s own
and in nearby cities
9. Identify danger-prone places based on location and topography
10. Describe the primary natural resources in the cities within the region
11. Identify the relative location of the country based on its surroundings using primary and
secondary direction
12. Identify the location of the Philippines within Asia and within the world using a map
13. Interpret the location of the country using different geographical standards like scale,
distance, and direction
14. Trace the boundaries and extent of the territory of the Philippines on the map
15. Relate the climate and weather to the location of a country in the work
16. the characteristics of the Philippines as a maritime country or insular country
17. Characterize the country according to the physical characteristics and its geographical
identity
18. Describe the state of the Philippines in the ―Pacific Ring of Fire‖ and its implications on
the country
19. Describe the natural resources of Asia
20. Characterize the nature of the physical environment in the regions of Asia such as
location, shape, size, form, and climate ―vegetation cover‖ (tundra, taiga, grasslands,
desert, tropical forest, mountain lands)
21. Explain the concept of Asia in accordance with its geographical divisions: East Asia,
Southeast Asia, South Asia, West Asia, North Asia, and North/Central Asia.
22. Evaluate the implications of the physical environment and natural resources of the region.

23. Discuss how the country links or connects with the rest of the world
24. Assess the political, economic, cultural, and environmental impact of the country’s links
with the world
25. Appreciate the contributions of ancient societies and communities in Asia
26. Identify the causes and forms of Western colonialism and imperialism in the first stages
(16th and 17th centuries) of their arrival in South and West Asia
27. Explain those that changed and remained under colonialism
28. Evaluate the impact of colonialism in different regions of Asia
29. Compare the experiences of different regions of Asia subjected to colonialism and
imperialism
30. Identify the importance of the role of nationalism in the developing countries of different
regions of Asia
31. Relate the present economic developments with those that happened to the countries in
East and Southeast Asia
32. Recognize the value of Asian human resources
33. Express appreciation for the role of nationalism in various regions of Asia toward the
liberation of the country from imperialism
34. Explain the various manifestations of nationalism of the various regions of Asia
35. Explain the historical, political, economic, and sociocultural roots of globalization
36. Examine the implications of the ASEAN PoliticalSecurity Community, ASEAN Economic
Community and ASEAN Socio-Cultural
Community countries it governs toward achieving ASEAN Community Vision 2025:
37. Respond to the challenges and implications of the ASEAN Community Vision 2025
38. Evaluate the procedures for implementing the agreement in relation to the regional
initiative to create a common market with the free exchange of goods, services, industry,
workers,
39. and the
Evaluate investment
physical characteristics of the earth
40. Evaluate the major institutions that play a role in globalization (government, schools,
mass media, multinational corporations, NGOs, and international organizations)
41. Evaluate the membership of the Philippines in foreign trade organizations such as the
World Trade Organization and Asia-Pacific Economic Cooperation toward equal benefit
among the peoples of the world
42. Analyze the concept and dimension of globalization as one of the social issues
43. Analyze the implications of globalization on society
44. Appreciate the different responses in dealing with the impact of globalization
45. Participate actively in the discussion of global interdependence or interconnectedness in
maintaining peace and solidarity

Content Standard: Global Awareness, Interdependence and Solidarity

Performance Standard K: Demonstrate an understanding of issues threatening global
solidarity, and strategies in response to the issues.
1. Discuss global solidarity as a concept
2. Analyze the different aspects of global solidarity
3. Identify each social issue that threatens worldwide interdependence and solidarity
4. Analyze the effects of global issues and concerns on one’s life, group, community, nation,
region, and the world, e.g., terrorism, global warming
5. Propose measures that the individual, group, family, or community may undertake to
address these issues and concerns (think globally, act locally)
6. Carry out in one’s community at least one of the proposed measures
7. Evaluate the impact of the measures being undertaken individually or by a group
8. Examine the roles of different world organizations in promoting peace, solidarity,
interdependence, and development
9. Compare and contrast different strategies and policies related to the attainment of
sustainable development in and out of the country

Content Standard: Global Awareness, Interdependence and Solidaitry

Performance Standard L: Demonstrate an understanding of the implications of migration,
both internal and external, on socioeconomic development.
1. Explain the meaning of migration (relocation or movement of individual from one location
to another)
2. Examine the different types of migrants
3. Identify the reaons for migrating in and out of the country
4. Analyze the reasons of Filipino families for migrating
5. Explain the effects of migration on social, political, and economic aspects
6. Determine the effects of migration on the Filipino family
7. Perceive that the threat of migration on families can be overcome with the help of family
love and solidarity that shape its individual members
8. Arrange for appropriate and concrete steps to brace for the impact of migration on families

9. Provide appropriate responses to address issues and concerns of OFWs

LS 6 :DIGITAL LITERACY
I. Content Standard: Digital Concepts
Performance Standard A: Explain basic concepts related to the use of information
communication technologies (ICTs) in an increasingly digital world.
Define what is meant by information and communications technology (ICTs) using examples
from everyday life
Compare the experiences of people using technology in the 21st century to those who lived
in the 20th century
Explain the key differences between so-called digital natives and digital migrants
Explain the key differences between so-called digital natives and digital migrants
Describe the computer and its characteristics
Identify the different types of computer and their applications in daily life
List the different types of microcomputer and its use in everyday life
Identify the parts of a desktop computer
Explain the functions of each of the parts of a desktop computer
Explain the difference between computer hardware and software
Identify different types of computer hardware accessories and their respective functions
Identify different types of computer software and the tasks they are used for

II. Content Standard: Digital Operations and Management

Performance Standard B: Demonstrate knowledge of basic hardware operations, software
operations, and file management in using a computer
Demonstrate understanding on how to operate a computer
Explain the procedure of operating other computer peripherals
Demonstrate knowledge of installing and opening software programs
Identify the different potential problems of a desktop computer
Demonstrate the procedure of troubleshooting basic problems of a desktop computer
Demonstrate how to manage personal files in a computer

III. Content Standard: Digital Applications

Performance Standard C: Use common office application software packages (word
processing, spreadsheet, presentation software) to produce documents and manage
information as tools to solve problems in daily life.
* Word Processing
Make use of a word-processing application to produce different documents used in everyday
life
Demonstrate the creation of new word processing document
Demonstrate use of formatting commands in a word processing document
Demonstrate the process of mail merge
Finalize a document using page setup, headers/footers, spell checking, and printing
commands
*Spreadsheets
Make use of the spreadsheet application to generate different documents
Demonstrate understanding of using cells in a spreadsheet
Demonstrate suitable practices in customizing worksheets
Employ good practices in using arithmetic formulas and functions in spreadsheets
Demonstrate the use of number/dates and contents in a spreadsheet
Determine the suitable way of creating and editing charts in spreadsheet
Demonstrate the preparation of outputs in a spreadsheet in terms of setup, checking, and
*Presentation Software
Make use of presentation software application to produce different documents to present
data/information in everyday life
Demonstrate the creation of a new presentation
Demonstrate understanding of formatting in a presentation file
Employ good practices in using graphical objects in presentations.
Demonstrate the finalization of outputs in presentation software in terms of preparation,
checking, and presentation of slides

IV. Content Standard: Digital System Network

Performance Standard D: Navigate the digital global system to search for information and
resources, and communicate with others in everyday life.
Explain the origin of the internet
Describe the different ways to access the internet
Discuss the advantages and disadvantages of the internet
Make use of the World Wide Web (www) to search for information
Collaborate with other people or group of people using different user generated content
Make use of communication tools and educational resources in the internet

V. Content Standard: Digital Devices

Performance Standard E: Make use of mobile devices as tools to access information and
communicate with others.
Explain the meaning of “mobile device”
Distinguish the characteristics of a mobile device
Differentiate the different types of mobile devices
Evaluate the different kinds of mobile devices
Employ the use of mobile devices to access information, communicate with others, and
solve problems in daily life
Practice safe and ethical use of mobile devices
Discuss the advantages and disadvantages of using mobile devices

VI. Content Standard: Digital Ethics

Performance Standard F: Demonstrate ethical practices and values in using technology in
the 21st century.
Explain the meaning of digital ethics and why it is important
Distinguish ethical versus unethical behavior as a user of digital technology
Practice respectful conduct when using the internet
Explain different terminologies in safe and responsible use of digital technology
Explain how to minimize the risks of negative online behaviors
Demonstrate safe and ethical practice to reduce and manage risks and maximize
opportunities of digital technologies

Signature of Learning Facilitator: ________________________________________ Signature of Learner: ______________________________

Date : ________________________________________