Articulating K to 12 Competencies in Mathematics Learning with

Success Indicators (Enabling Skills)

Introduction
Overview of K to 12 Curriculum

The K to 12 curriculum in the Philippines is designed to provide a comprehensive and dynamic

education that prepares students for higher education, employment, and entrepreneurship. This
curriculum is structured to develop a solid foundation of knowledge, skills, and values through a spiral
progression approach. Mathematics, being one of the core subjects, plays a crucial role in building
logical reasoning, problem-solving, and critical thinking skills.
The K to 12 Mathematics curriculum is aligned with international standards, ensuring that
Filipino students are globally competitive. It covers essential topics such as numbers and number sense,
measurement, geometry, patterns and algebra, and statistics and probability.

Learning Objectives
By the end of this module, students will be able to:
1. Identify and articulate key K to 12 Mathematics competencies.
2. Define and implement success indicators to assess student progress.
3. Develop enabling skills that support the achievement of Mathematics competencies.
4. Integrate competencies, success indicators, and enabling skills into lesson planning and
assessment.
5. Reflect on current practices and develop strategies for ongoing improvement.
Learning Content

CONCEPTUAL FRAMEWORK
Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value
goes beyond the classroom and the school. Mathematics as a school subject, therefore, must be learned
comprehensively and with much depth.
The twin goals of mathematics in the basic education levels, K-10, are Critical Thinking and
Problem Solving.
Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of
actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information
gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a
guide to belief and action.
On the other hand, according to Polya (1945 & 1962), mathematical problem solving is finding a
way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.
These two goals are to be achieved with an organized and rigorous curriculum content, a well-
defined set of high-level skills and processes, desirable values and attitudes, and appropriate tools,
taking into account the different contexts of Filipino learners.
 There are five content areas in the curriculum, as adopted from the framework prepared by
MATHTED & SEI (2010): Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra,
and Probability and Statistics.
The specific skills and processes to be developed are: knowing and understanding; estimating,
computing and solving; visualizing and modeling; representing and communicating; conjecturing,
reasoning, proving and decision-making; and applying and connecting.
The following values and attitudes are to be honed as well: accuracy, creativity, objectivity,
perseverance, and productivity. We recognize that the use of appropriate tools is necessary in teaching
mathematics. These include: manipulative objects, measuring devices, calculators and computers, smart
phones and tablet PCs, and the Internet.
We define context as a locale, situation, or set of conditions of Filipino learners that may
influence their study and use of mathematics to develop critical thinking and problem solving skills.
Contexts refer to beliefs, environment, language and culture that include traditions and practices, as well
as the learner’s prior knowledge and experiences.
The framework is supported by the following underlying learning principles and theories:
Experiential and Situated Learning, Reflective Learning, Constructivism, Cooperative Learning and
Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these theories.

1. Understanding K to 12 Competencies in Mathematics

Competencies are specific learning outcomes that students must achieve at each grade level.
These outcomes are vital for ensuring that students develop the necessary skills and knowledge to
progress successfully through their education. In the context of the K to 12 Mathematics curriculum,
competencies are the measurable and observable abilities that reflect a student's mastery of mathematical
concepts, processes, and skills. These competencies serve as guideline for what students should know
and be able to do after completing a particular grade or learning area.
Importance of Competencies in Mathematics
Mathematics competencies are designed to be comprehensive, encompassing a wide range of
mathematical knowledge and skills. They provide a clear roadmap for educators, outlining the expected
learning outcomes that students need to achieve. By focusing on these competencies, teachers can ensure
that their instruction is aligned with the curriculum goals, and students can build a solid foundation in
Mathematics that will support their future learning.
Competencies are more than just academic goals; they are crucial for developing essential life
skills. Mastery of these competencies enables students to apply mathematical reasoning in everyday
situations, make informed decisions, and solve real-world problems. Moreover, competencies in
Mathematics foster critical thinking, logical reasoning, and problem-solving skills, which are valuable
across all subject areas and in various aspects of life.
Five Content Areas Covered by Mathematics Competencies
In the K to 12 curriculum, Mathematics competencies are organized into several key areas. Each area
represents a fundamental aspect of mathematical learning, and together they provide a holistic
framework for Mathematics education:
a. Numbers and Number Sense: This area focuses on understanding numbers, their properties,
and their relationships. Competencies in number sense include counting, comparing, and
ordering numbers, as well as understanding place value, fractions, decimals, and percentages.
Developing strong number sense is crucial for students as it forms the basis for all other
mathematical learning.
b. Measurement: Measurement competencies involve understanding and applying concepts of
length, area, volume, time, and mass. Students learn to use appropriate units of measurement and
tools for measuring, as well as how to solve problems involving measurement in real-world
contexts. Measurement is a practical area of Mathematics that connects classroom learning with
everyday experiences.
c. Geometry: Geometry competencies encompass the study of shapes, sizes, and the properties of
space. Students explore concepts such as points, lines, angles, and polygons, as well as more
advanced topics like symmetry, transformations, and coordinate geometry. Geometry helps
students develop spatial reasoning and visualization skills, which are essential for understanding
the physical world.
d. Patterns and Algebra: Algebraic competencies involve recognizing patterns, understanding
relationships, and using symbols to represent and solve problems. Students learn to work with
variables, expressions, equations, and inequalities. Algebra serves as a bridge between arithmetic
and higher-level Mathematics, and it is foundational for understanding more advanced topics
such as calculus and statistics.
e. Statistics and Probability: Essential components of the mathematics curriculum that focus on
data analysis and the study of chance. Statistics teaches students how to collect, organize, and
interpret data, enabling them to make informed decisions based on evidence. Key competencies
include understanding measures like mean, median, and mode, as well as data visualization
techniques. Probability, on the other hand, involves predicting the likelihood of events and
assessing risks. It equips students with the tools to calculate probabilities and apply probability
models to real-world situations.
Progressive Development of Competencies Across Grade Levels
The K to 12 Mathematics curriculum is designed to ensure the progressive development of
competencies across grade levels. Starting with basic concepts in the early grades, students gradually
build on their knowledge and skills as they advance through their education. For example:
 In the early grades (K-3), students focus on foundational competencies such as counting, basic
arithmetic, and simple geometric shapes. These early experiences lay the groundwork for more
complex learning in later grades.
  In the middle grades (4-6), students begin to explore more advanced topics such as fractions,
decimals, and basic algebraic concepts. They also develop their understanding of measurement
and data analysis, applying these skills in various contexts.
 In the junior high school years (7-10), students delve into more sophisticated areas of
Mathematics, including algebra, geometry, trigonometry, and statistics. Competencies at this
level prepare students for higher-order thinking and problem-solving.
 In senior high school (11-12), students engage with advanced topics such as calculus, advanced
algebra, and specialized Mathematics subjects, depending on their chosen track. These
competencies prepare students for college-level Mathematics and careers in STEM (Science,
Technology, Engineering, and Mathematics) fields.

The Role of Teachers in Developing Competencies

Teachers play a critical role in developing Mathematics competencies. They must ensure that their
instruction is aligned with the curriculum standards and that their teaching methods support the
progressive development of competencies. This involves:
 Differentiating instruction to meet the diverse needs of students, ensuring that each student can
achieve the competencies at their own pace.
 Using a variety of teaching strategies to engage students and reinforce their understanding of
mathematical concepts. This might include hands-on activities, visual aids, and real-life problem-
solving scenarios.
 Assessing student progress regularly to identify areas where students may need additional
support or enrichment. Formative assessments, such as quizzes and observations, provide
immediate feedback and guide instructional adjustments.

2. Success Indicators in Mathematics Learning

Understanding Success Indicators in Mathematics Learning
Success indicators are specific, observable, and measurable outcomes that demonstrate whether
students have mastered a particular competency. In the context of the K to 12 Mathematics curriculum,
success indicators are vital tools for assessing student progress and providing targeted feedback. They
help teachers focus on the critical aspects of learning, ensuring that instruction is both effective and
aligned with curriculum goals.

The Nature of Success Indicators

Success indicators are characterized by their clarity and precision. They are not vague or general
statements but specific outcomes that can be observed and measured. For example, a success indicator
might specify that a student should be able to correctly solve a certain number of problems within a
given time frame or achieve a particular level of accuracy in performing a mathematical operation.
By establishing clear success indicators, educators can create a shared understanding of what
mastery looks like for each competency. This shared understanding is crucial for consistency in
teaching, learning, and assessment. Success indicators provide a concrete basis for evaluating student
performance and identifying areas where students may need additional support.

Role of Success Indicators in Curriculum Implementation

Success indicators play a central role in the implementation of the K to 12 Mathematics curriculum.
Their importance can be understood through the following functions:
a. Guiding Instructional Practices
Success indicators guide teachers in designing and delivering instruction that is focused on
achieving the desired competencies. By aligning lessons with these indicators, teachers can
ensure that their instructional practices are purposeful and directed toward clear learning goals.
For example, if a success indicator requires students to solve a specific type of problem, the
teacher can plan lessons that provide ample opportunities for practice and application of that
skill.
b. Assessing Student Understanding
Success indicators provide a framework for assessing student understanding and progress. They
allow teachers to evaluate whether students have met the expected outcomes and to what extent
they have mastered the competencies. Formative assessments, such as quizzes, class activities,
and observations, can be designed around these indicators to monitor student progress
throughout the learning process. This ongoing assessment helps teachers identify students who
may be struggling and need additional support, as well as those who are excelling and may
require enrichment.
c. Providing Clear Goals and Expectations for Students
Success indicators also benefit students by providing them with clear goals and expectations.
When students understand what is required to achieve success, they are more likely to stay
motivated and focused. Success indicators serve as a roadmap for students, guiding their efforts
and helping them take ownership of their learning. For instance, if students know they need to
solve a certain number of problems correctly to demonstrate mastery, they can work toward that
goal with a clear sense of purpose.

Examples of Success Indicators for Various Competencies

To illustrate the role of success indicators in Mathematics learning, consider the following examples
across different grade levels:
a. Addition and Subtraction (Grade 2)
 o Competency: Solve problems involving addition and subtraction within 100.
o Success Indicator: The student correctly solves at least 8 out of 10 problems involving
addition and subtraction within a set time (e.g., 5 minutes).
This success indicator focuses on both accuracy and speed, ensuring that students not
only understand the operations but can perform them efficiently.
b. Fractions (Grade 4)
o Competency: Add and subtract fractions with unlike denominators.
o Success Indicator: The student accurately adds and subtracts fractions with unlike
denominators in 4 out of 5 problems.
This indicator emphasizes accuracy in performing operations with fractions, a critical
skill for progressing to more advanced mathematical concepts.
c. Algebraic Expressions (Grade 7)
o Competency: Simplify algebraic expressions using the distributive property and
combining like terms.
o Success Indicator: The student simplifies algebraic expressions with at least 90%
accuracy in a set of 10 problems.
This success indicator focuses on precision in applying algebraic rules, which is essential
for building a strong foundation in algebra.
d. Quadratic Equations (Grade 10)
o Competency: Solve quadratic equations by factoring, completing the square, and using
the quadratic formula.
o Success Indicator: The student correctly solves quadratic equations using all three
methods (factoring, completing the square, and the quadratic formula) with a minimum
accuracy of 85%.
This indicator ensures that students are proficient in multiple methods for solving
quadratic equations, a key competency for higher-level Mathematics.

Implementing Success Indicators in the Classroom

To effectively implement success indicators in the classroom, teachers should integrate them into
their lesson planning, instruction, and assessment practices. Here are some strategies for doing so:
a. Lesson Planning: Begin by identifying the key competencies that students need to master. Then,
create success indicators that align with these competencies. Design lessons that provide
opportunities for students to practice the skills and knowledge required to meet these
indicators.
 b. Instructional Practices: Use a variety of instructional methods to address the different learning
styles and needs of students. For example, you might use direct instruction, guided practice, and
collaborative learning activities to help students achieve the success indicators.
c. Assessment: Develop assessments that directly measure the success indicators. These
assessments should be varied and include both formative and summative approaches. Provide
feedback based on the success indicators to help students understand their progress and areas for
improvement.
d. Student Involvement: Share the success indicators with students at the beginning of a unit or
lesson. Encourage them to reflect on their progress toward meeting these indicators and set
personal goals for improvement. This approach fosters a sense of ownership and accountability
in their learning.

3. Enabling Skills for Mathematics Competency Development

What Are Enabling Skills?
Enabling skills are the foundational abilities that support the development of higher-level
competencies in Mathematics. These skills are essential for students to effectively engage with
mathematical concepts and apply their learning in both academic and real-world contexts. Unlike
specific mathematical competencies that focus on particular content areas, enabling skills are broad,
transferable abilities that underpin all aspects of mathematical learning. They include critical thinking,
logical reasoning, problem-solving, and computational skills.
These enabling skills serve as the building blocks for more complex mathematical
understanding. For instance, a student who has developed strong problem-solving skills can approach
new and unfamiliar problems with confidence, even if the specific mathematical content is new.
Similarly, a student with strong logical reasoning skills can construct and evaluate arguments, identify
patterns, and make connections between different mathematical ideas. In essence, enabling skills
empower students to become independent and adaptable learners, capable of tackling a wide range of
mathematical challenges.

Key Enabling Skills for Mathematics Learning

a. Critical Thinking
Critical thinking involves analyzing information, evaluating different approaches, and making
reasoned decisions. In Mathematics, critical thinking enables students to question assumptions, explore
multiple strategies for solving problems, and justify their solutions.
Critical thinking is crucial for understanding mathematical concepts at a deeper level. It allows
students to go beyond rote memorization and engage with Mathematics as a dynamic and exploratory
discipline. For example, when solving a complex word problem, critical thinking helps students break
down the problem, identify the relevant information, and determine the most effective strategy for
finding the solution.
Example: In a lesson on geometry, students might use critical thinking to evaluate different methods for
finding the area of an irregular shape. By comparing and contrasting these methods, they can determine
which one is most efficient and why it works.
b. Logical Reasoning
Logical reasoning is the ability to follow a sequence of steps to reach a conclusion. This skill is
essential in Mathematics for understanding proofs, solving equations, and recognizing patterns.
Logical reasoning is the backbone of mathematical thinking. It helps students make connections
between different ideas and build a coherent understanding of mathematical concepts. For example, in
algebra, logical reasoning allows students to understand the process of solving equations by
systematically isolating variables and applying inverse operations.
Example: When working on a proof in geometry, students use logical reasoning to connect a series of
statements (based on definitions, postulates, and previously proven theorems) to arrive at a valid
conclusion.
c. Problem-Solving
Problem-solving is the process of identifying, analyzing, and resolving mathematical problems. It
involves several stages: understanding the problem, devising a plan, carrying out the plan, and
evaluating the solution.
Problem-solving is at the heart of Mathematics. It is not only about finding the correct answer but
also about understanding the process and learning how to approach new challenges. Strong problem-
solving skills allow students to tackle a variety of problems, from straightforward computations to
complex, multi-step scenarios.
Example: In a problem involving the distribution of resources, students might use problem-solving
skills to determine how to allocate a limited amount of materials to achieve the maximum benefit. This
could involve setting up and solving equations, making estimates, and evaluating different strategies.
d. Computational Skills
Computational skills refer to the ability to perform basic arithmetic operations accurately and
efficiently. These include addition, subtraction, multiplication, and division, as well as more advanced
operations like working with fractions, decimals, and percentages.
Computational skills are the foundation for all higher-level mathematical tasks. Without fluency in
basic arithmetic, students will struggle to perform more complex operations or solve problems that
require multiple steps. Developing strong computational skills is therefore essential for success in
Mathematics.
Example: A student working on a problem involving percentages must use computational skills to
calculate the percentage of a quantity, convert between decimals and percentages, and apply these
calculations to real-world scenarios like discounts, interest rates, or statistical data.

Strategies for Developing Enabling Skills in Students

a. Use Real-Life Contexts
Presenting mathematical problems in real-life contexts helps students see the relevance of what they
are learning. This approach makes Mathematics more engaging and meaningful, as students can connect
abstract concepts to everyday situations.
Example: When teaching addition and subtraction, you might use scenarios like shopping at a market or
budgeting for a school event. For instance, students could calculate the total cost of items they want to
buy and determine how much change they would receive after making a purchase.
b. Incorporate Group Work
Group work encourages collaboration and communication, both of which are essential for
developing problem-solving and critical thinking skills. Working in groups allows students to share
ideas, challenge each other’s thinking, and learn from different perspectives.
Example: During a lesson on fractions, students could work in small groups to solve a set of problems
that involve adding and subtracting fractions. As they collaborate, they will discuss their strategies,
correct each other’s mistakes, and arrive at a consensus on the correct solutions.
c. Employ Manipulatives
Manipulatives are physical tools that help students visualize and understand mathematical concepts.
They make abstract ideas more concrete and accessible, especially for younger students or those who
struggle with traditional approaches.
Example: To teach the concept of equivalent fractions, you might use fraction strips or pie charts. By
physically manipulating these tools, students can see how different fractions represent the same value,
which deepens their understanding of the concept.
d. Encourage Reflection
Reflection involves thinking critically about the learning process, evaluating what worked, what
didn’t, and how strategies can be improved. Encouraging students to reflect on their problem-solving
processes helps them develop a growth mindset and refine their approach to future problems.
Example: After completing a challenging problem, ask students to write a brief reflection on how they
solved it. They might consider questions like: What strategy did I use? Was it effective? What would I
do differently next time? This reflection process helps solidify their learning and prepares them for
similar challenges in the future.
 4. Integrating Competencies, Success Indicators, and Enabling Skills in
Mathematics Education
Mapping Competencies to Success Indicators
Mapping competencies to success indicators is a critical step in the instructional design process.
This alignment ensures that lessons are focused on achieving measurable outcomes, making it easier to
assess whether students have mastered the desired competencies. The process of mapping involves
identifying specific success indicators that correspond to each competency and then aligning these with
the enabling skills that students need to develop in order to achieve those indicators.

Why Mapping Is Important?

 Clarity in Instruction: By mapping competencies to success indicators, teachers can create
clear and focused lesson plans that target specific skills and knowledge.
 Targeted Assessment: Mapping provides a framework for assessing student progress toward
mastering competencies. Teachers can use success indicators to measure whether students are
meeting the expected outcomes.
 Skill Development: Integrating enabling skills into the map ensures that students are not just
learning content but are also developing the critical thinking, problem-solving, and reasoning
skills needed for long-term success in Mathematics.

Example of a Competency-Success Indicator Map:

Competency Success Indicator Enabling Skill
The student correctly solves 4
Solve problems involving the out of 5 problems involving the Understanding of equivalent
addition of fractions addition of fractions with unlike fractions
denominators
The student accurately subtracts
Solve problems involving fractions with unlike Logical reasoning and problem-
subtraction of fractions denominators in 4 out of 5 solving
problems
Simplify algebraic expressions The student simplifies algebraic Logical reasoning and
using distributive property expressions with 90% accuracy computational skills

In this example, each competency is linked to a specific success indicator, which in turn is
supported by a relevant enabling skill. This alignment helps teachers design lessons that not only focus
on content knowledge but also emphasize the development of key skills that underpin mathematical
learning

Designing Lessons that Incorporate Enabling Skills

To effectively teach competencies, lesson plans should integrate activities that cultivate enabling
skills. This approach ensures that students not only learn the mathematical content but also develop the
critical thinking, reasoning, and problem-solving abilities necessary for mastering more complex
concepts in the future.

Key Elements of a Lesson Plan Incorporating Enabling Skills:

a. Clear Objectives: Each lesson should have a clear objective that aligns with the competency and
success indicator. The objective should be specific, measurable, and achievable within the
lesson’s time frame.
b. Enabling Skill Focus: Identify the enabling skills that will be targeted in the lesson. These skills
should be explicitly addressed through activities and discussions.
c. Interactive Activities: Incorporate activities that require students to apply the enabling skills in a
practical context. These activities can include group work, hands-on tasks, problem-solving
exercises, and reflection.
d. Assessment and Reflection: Include formative assessments that measure student progress
toward the success indicator. Encourage students to reflect on their learning process and the
strategies they used.

Sample Lesson Plan:

 Grade Level: Grade 5
 Competency: Solve problems involving the addition and subtraction of fractions with unlike
denominators.
 Objective: Students will accurately add and subtract fractions with unlike denominators.
 Success Indicators: Students correctly solve at least 4 out of 5 problems involving the addition
and subtraction of fractions with unlike denominators.
 Enabling Skills: Understanding of equivalent fractions, logical reasoning, problem-solving.
Lesson Structure:
i. Introduction (10 minutes)
 o Review of Previous Knowledge: Briefly review the concept of fractions and the process
of finding equivalent fractions.
o Objective Setting: Introduce the lesson’s objective and explain how it connects to the
competency and success indicator.
ii. Instructional Input (15 minutes)
o Direct Instruction: Explain the process of adding and subtracting fractions with unlike
denominators, using visual aids such as fraction strips or number lines to demonstrate
finding common denominators.
o Interactive Example: Work through an example problem as a class, guiding students
step-by-step through the process.
iii. Guided Practice (15 minutes)
o Group Activity: Students work in small groups to solve a set of problems involving the
addition and subtraction of fractions. Each group member takes turns explaining their
reasoning to the group, encouraging the development of logical reasoning and
communication skills.
o Teacher Support: Circulate around the room to provide assistance and ask probing
questions that encourage critical thinking.
iv. Independent Practice (15 minutes)
o Individual Work: Students independently solve a set of problems that align with the
success indicator. This activity focuses on accuracy and understanding of the process.
o Formative Assessment: Collect and review student work to assess progress toward the
success indicator.
v. Reflection and Assessment (10 minutes)
o Class Discussion: Engage the class in a discussion about the strategies used to solve the
problems. Encourage students to share what they found challenging and how they
overcame those challenges.
o Self-Reflection: Have students write a brief reflection on how they approached the
problems and what they would do differently in the future.
vi. Closure (5 minutes)
o Recap: Summarize the key points of the lesson, emphasizing the connection between the
competency, success indicator, and enabling skills.
o Preview: Provide a preview of the next lesson, explaining how it will build on what was
learned today.
Assessment Criteria:
  Accuracy in solving problems involving fractions.
 Demonstration of logical reasoning and problem-solving skills.
 Ability to articulate the steps involved in finding common denominators and performing
operations on fractions.

Learning Tasks
Task 1: Competency and Success Indicator Mapping Activity
Instructions: You will be divided into small groups of 3-4 students. Each group will receive a list of
mathematical competencies and a blank mapping template.
1. Select one competency from the provided list. Identify a specific, measurable outcome that reflects
the achievement of the competency.
2. Identify the foundational skills necessary to achieve the competency.
3. Fill in the mapping template with your selected competency, corresponding success indicator, and the
enabling skill(s).
4. Each group will present their completed mapping template to the class. Provide a brief explanation of
how the competency is linked to the success indicator and enabling skills.
Competency Success Indicator Enabling Skill
Example: Solve problems The student correctly solves 4 Understanding of equivalent
involving addition of fractions out of 5 problems involving the fractions
addition of fractions with unlike
denominators

Assessment Task
Direction: Choose the correct answer for each question.

1. What is a competency in mathematics education?

a. A specific lesson plan
b. A measurable outcome demonstrating student achievement
c. A skill or knowledge area students are expected to develop
d. A tool for assessment

2. Which of the following best describes a success indicator?

 a. An activity designed to teach a competency
b. A specific, measurable outcome that shows if a competency has been achieved
c. A foundational skill needed for learning
d. A general educational goal

3. Which of the following is considered an enabling skill?

a. Solving quadratic equations
b. Performing basic arithmetic operations fluently
c. Creating complex mathematical proofs
d. Understanding and applying calculus concepts

4. What is the main purpose of mapping competencies to success indicators?

a. To create a detailed lesson plan
b. To align instructional activities with measurable outcomes
c. To determine student grades
d. To assess teacher performance

5. Which of the following would be a success indicator for the competency “Understand fractions”?
a. The student can identify different types of fractions
b. The student can explain the concept of fractions
c. The student accurately adds and subtracts fractions with unlike denominators in 4 out of 5
problems
d. The student can draw fractions on a number line

6. Which of these is an example of a competency?

a. Recognizing and drawing geometric shapes
b. Applying logical reasoning to solve algebraic equations
c. Calculating the mean of a data set
d. Understanding the properties of geometric figures

7. What role do enabling skills play in achieving mathematical competencies?

a. They provide advanced techniques for solving problems.
b. They are foundational skills necessary for developing higher-level competencies.
c. They serve as specific objectives for each lesson.
d. They focus on long-term educational goals.
8. Which of the following would be an appropriate enabling skill for solving algebraic equations?
a. Memorizing algebraic formulas
b. Understanding patterns and relationships
c. Applying basic arithmetic operations
d. Performing complex calculus operations

9. In the context of mathematical instruction, what is the benefit of having clear success indicators?
a. They help in designing creative lesson plans.
b. They provide a way to measure and track student progress.
c. They are used to evaluate teaching methods.
d. They determine the difficulty level of a competency.

10. Which of the following is NOT typically considered an enabling skill?

a. Critical thinking
b. Logical reasoning
c. Advanced calculus
d. Problem-solving