INTRODUCTION

3

DESCRIPTION

5

UNIT CREDIT

6

TIME ALLOTMENT

6

EXPECTANCIES

7

SCOPE AND SEQUENCE

8

SUGGESTED STRATEGIES AND MATERIALS

9

GRADING SYSTEM

10

LEARNING COMPETENCIES

11

SAMPLE LESSON PLANS

30

INTRODUCTION

This Handbook aims to provide the general public – parents, students, researchers, and other stakeholders – an overview of the Mathematics program at the secondary level. Those in education, however, may use it as a reference for implementing the 2002 secondary education curriculum, or as a source document to inform policy and guide practice.

For quick reference, the Handbook is outlined as follows:

* The description defines the focus and the emphasis of the learning area as well as the language of instruction used.

* The unit credit indicates the number of units assigned to a learning area computed on a 40-minute per unit credit basis and which shall be used to evaluate a student’s promotion to the next year level.

* The time allotment specifies the number of minutes allocated to a learning area on a daily (or weekly, as the case may be) basis.

* The expectancies refer to the general competencies that the learners are expected to demonstrate at the end of each year level.

* The scope and sequence outlines the content, or the coverage of the learning area in terms of concepts or themes, as the case may be.

* The suggested strategies are those that are typically employed to develop the content, build skills, and integrate learning.

* The materials include those that have been approved for classroom use. The application of information and communication technology is encouraged, where available. * The grading system specifies how learning outcomes shall be evaluated and the aspects of student performance which shall be rated.

* The learning competencies are the knowledge, skills, attitudes and values that the students are expected to develop or acquire during the teaching-learning situations. * Lastly, sample lesson plans are provided to illustrate the mode of integration, where appropriate, the application of life skills and higher order thinking skills, the valuing process and the differentiated activities to address the learning needs of students.

The Handbook is designed as a practical guide and is not intended to structure the operationalization of the curriculum or impose restrictions on how the curriculum shall be implemented. Decisions on how best to teach and how learning outcomes can be achieved most successfully rest with the school principals and teachers. They know the direction they need to take and how best to get there.

DESCRIPTION

First Year is Elementary Algebra. It deals with life situations and problems involving measurement, real number system, algebraic expressions, first degree equations and inequalities in one variable, linear equations in two variables, special products and factoring.

Second Year is Intermediate Algebra. It deals with systems of linear equations and inequalities, quadratic equations, rational algebraic expressions, variation, integral exponents, radical expressions, and searching for patterns in sequences (arithmetic, geometric, etc) as applied in real-life situations.

Third Year is Geometry. It deals with the practical application to life of the geometry of shape and size, geometric relations, triangle congruence, properties of quadrilaterals, similarity, circles, and plane coordinate geometry.

Fourth Year is still the existing integrated ( algebra, geometry, statistics and a unit of trigonometry) spiral mathematics but in school year 2003-2004 the graduating students have the option to take up either Business Mathematics and Statistics or Trigonometry and Advanced Algebra.

UNIT CREDIT

Mathematics in each year level shall be given 1.5 units each.

TIME ALLOTMENT

The daily time allotment for Mathematics in all year levels is 60 minutes or 300 minutes weekly...