Mathematics 4 and 7 PD Design.pdf 1234567890

for Deped Teachers

1. (Enclosure No. 4 to DepEd Memorandum No. 044, s. 2023)


Republic of the Philippines
Department of Education


National Educators Academy of the Philippines


Detailed Professional Development Program Design Form
Mathematics 4

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
8:00-9:00 Registration & Pretest
9:00-9:45 Opening Program Please refer to the Common Session PD Design
1

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
2 Please refer to the Common Session PD Design

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert

2. 2

3
2 hrs 15
mins

Day 1
1:30-2:30
2:45-4:00


S3: Walkthrough of
MATATAG Mathematics
Curriculum (Shaping
Paper)
1. Curriculum Goals
2. Curriculum Framework
3. Structure of Learning
Area
4. Key Stage Curriculum
and Standards
● explain the salient
features of the
Mathematics Shaping
Paper
● share one’s
appreciation on the
importance of the
Shaping Paper to the
teaching and learning
process


INTRODUCTION: Greet/Welcome pax, introduce yourself, session
title, objectives, and outline.

ACTIVITY
1. Review the issues and concerns regarding the current
mathematics curriculum through panel discussion/forum

ANALYSIS
1. Process the raised concerns in the activity
2. Encourage other participants to share their inputs and
solution to the identified issues and concerns

ABSTRACTION
1. Present and discuss the MATATAG Mathematics
Curriculum shaping paper
a. Background/Rationale
b. Revised Mathematics Curriculum Framework
c. Features of the MATATAG Mathematics Curriculum
d. Content Domains
e. Key Stage Standards

APPLICATION
1. Ask participants to reflect on the presentation and
discussion of the MATATAG Mathematics Curriculum
2. Collect the reflection worksheets

CLOSING
1. Provide the synthesis of the session
2. Thank the participants

Reflection
Paper

Type here.

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert

3. 3

4
2 hrs 15
mins

Day 2
8:30-10:00
10:15-11:00


S4: Quarter 1 Curriculum
Standards and Unpacking
of Learning Competencies
1. Curriculum standards
and learning
competencies
2. Quarter 1 learning
competencies
• identify the Quarter 1
curriculum standards
• discuss the nature,
process, and
importance of
unpacking/clustering
the learning
competencies
• unpack learning
competencies


INTRODUCTION: Greet/Welcome pax, introduce yourself, session
title, objectives, and outline.

ACTIVITY
1. Form groups with 5 to 6 members
2. Provide the activity instruction
3. Post outputs on the wall for the gallery walk

ANALYSIS
1. Ask participants:
a. Why were you able to identify and classify the
curriculum standards?
b. How did you identify and classify the words and
statements on the paper strips? What are your bases
for this?
c. Were there statement/s you did not expect to see in
the curriculum guide?
d. What are the common understandings about
curriculum standards (content, performance
standards and learning competencies)?
e. Why do you think there is a need to articulate these
curriculum standards?

ABSTRACTION
1. Present and discuss the parts and contents of the
Mathematics Grade 4 – Quarter 1
2. Ask participants to share their observations on the scope
and sequence of the CG and identify key concepts and
skills that are covered in Quarter 1.
3. Present and discuss the process of unpacking
4. Provide example of unpacked learning competencies in
Mathematics Grade 4 – Quarter 1.

APPLICATION
1. Distribute and discuss instructions in unpacking learning
competencies.
2. Ask 2 groups to present their work.
3. Process the presentations and provide feedback.

CLOSING
1. Thank the participants
Unpacked
Learning
Competencies
(Worksheet)
Type here.

4. 4


Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
5 2 hrs15 mins

Day 2
11:00-12:00
1:00-2:15
S5: Quarter 2 Curriculum
Standards and Unpacking
of Learning Competencies
1. Identifying the Quarter 2
curriculum standards
2. Unpacking of the
learning competencies
3. Reflection on how
unpacking/clustering the
learning competencies
can aid classroom
instruction and
assessment

• Identify the Quarter 2
curriculum standards
• Unpack learning
competencies
• Reflect on how
unpacking the learning
competencies can aid
classroom instruction
and assessment
INTRODUCTION: Greet/Welcome pax, introduce yourself, session
title, objectives, and outline.

ACTIVITY
1. Provide each group with an envelop containing the
learning standards written on strips of paper.
2. Instruct the participants on the activity mechanics.
3. Give the participants 5 minutes to do the activity.
4. Ask the following questions and process their responses
a. Were you able to identify the learning standards
correctly? What are the word clues used in identifying
the different standards?
b. How do you differentiate the content standard from
performance standard?
c. What are learning competencies?

ANALYSIS
1. Walkthrough of the learning competencies for the 2
nd

quarters
2. Ask the following questions and process their responses
a. How many learning competencies are there in the 2
nd

quarter?
b. How many learning competencies are there in the 1
st

content standards? What about the 2
nd
content
standards? What about the 3
rd
content standards?
c. What learning competency is new for grade 4?
d. What topic in Quarter 2 may entail possible
challenges during implementation? Why?
e. What are the possible solutions to address the
identified challenges?
f. Is there a need for us to unpack the learning
competencies for quarter 2? Why?

ABSTRACTION
1. Conduct a mini lecture on how to unpack the Mathematics
Garde 4 Quarter 2 learning competencies
2. Flash on the screen the standards and an example of the
unpacked learning competency.
1. Unpacked
competen
cies
2. Reflection
notes
Type here.

5. 5

3. Ask participants to unpack Q2 LC3 using worksheet no. 1.
4. Distribute and provide instructions on how to accomplish
worksheet.
5. Show sample unpacked learning competencies.

APPLICATION
1. Distribute and provide instructions on how to accomplish
worksheet no. 2A and 2B
2. Ask representatives from each group to share their
answers.

CLOSING
1. Provide key takeaways of the session
2. Share the quotation: “Children need to be taught HOW to
think, not WHAT to think”
3. Thank the participants

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
6 Please refer to the Common Session PD Design

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
7A 2h45

Day 3
10:15 -
12:00
1:00 - 2:00
7A: MATATAG
Mathematics
Instructional Design
Framework (IDF):
Pedagogy and
Assessment

1. K to 10 Instructional
Design Framework
2. Curriculum Framework
for Mathematics
3. Suggested
Pedagogical
Approaches
• discuss the principles,
aspects, and the facets
of the Instructional
Design Framework in
the context of
Mathematics
• align pedagogical
strategies and
assessment methods
with the target learning
competency
• appreciate the value of
aligning pedagogy and
INTRODUCTION: Greet/Welcome pax, introduce yourself, session
title, objectives, and outline.

ACTIVITY
The Learner’s Journey
1. Organize the groups by having members count off
2. Provide the activity mechanics
3. Let each group present their output

ANALYSIS
1. Ask the participants to provide their insights about the
activity

ABSTRACTION
Appropriate
pedagogical
and
assessment
strategies
aligned with
the targeted
learning
competencies
and learners
Type here

6. 6

4. Suggested
Assessment Strategies

assessment strategies in
attaining targeted
learning competency
1. Present and discuss the curriculum framework for
Mathematics and connect it with the Instructional Design
Framework
2. Show pictures of K to 10 IDF and the learners
3. Facilitate the discussion on the following topics:
a. Features of the K to 10 Instructional Design Framework
b. Applying the Four Instructional Principles in
Mathematics
c. Embedding the Four Aspects of Instructional Design in
Mathematics
d. Integrating the Four Essential Facets of Learning in
Mathematics

APPLICATION
Do, Walk, and Learn More
1. Each group will be given a learning competency
2. Provide activity mechanics
3. Participants to the activity in 15 minutes
4. Post group outputs
5. Provide opportunity for 5 minute gallery walk
6. Process the participants inputs and ask the following:
a. How do you see our learners after we let them
experience the whole package of the MATATAG
curriculum with the IDF features, pedagogical
approaches, strategies, assessment methods, and 21
st

century skills?
b. If you are to create a tagline about a learner, what is it?

CLOSING
1. Provide the synthesis of the session
2. Ask the participants to write their insights and take away
3. Thank the participants

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
7B 2h15

Day 3
2:00 - 3:00
3:15 - 4:15
7B: MATATAG
Mathematics 4
Walkthrough of Learning
Resources

• explain the design of the
teaching-learning
resources
• align the teaching-
INTRODUCTION: Greet/Welcome pax, introduce yourself, session
title, objectives, and outline.

ACTIVITY
1. Distribute sample lesson plan/exemplar
• Review
Teaching-
Learning
Resources
Type here

7. 7

1. Lesson Design
2. Features of the Lesson
Plan
3. Parts of the Lesson
Plan
4. Walkthrough of the
Teaching and Learning
Resources

learning resources with
the K to 10 Instructional
Design Framework
• appreciate the value of
aligning teaching-
learning resources with
the K to 10 Instructional
Design Framework
2. Show activity instructions
3. Ask participants to present their outputs

ANALYSIS
4. Ask the following and process the participant’s responses
a. How does the lesson show alignment of curriculum,
teaching, and assessment?
b. How are the design and strategies or part of the
lesson contribute to the attainment of lesson
objectives?
c. What are the most prominent IDF features applied
in the parts of the lesson plan?
d. What 21
st
century skill are developed in the lesson?
5. Provide synthesis of the participant’s responses

ABSTRACTION
1. Present and discuss the
MATATAG lesson plan and its
parts
2. Solicit insights from the
participants
3. Process the participants inputs

APPLICATION
1. Distribute worksheet template
2. Provide instruction to the participants
3. Collect the participants outputs

CLOSING
1. Ask participants to write down their reflection
2. Thank the participants
aligned with
the K to 10
Instructiona
l Design
Framework

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
8 Please refer to the Common Session PD Design

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert

8. 8

9 Please refer to the Common Session PD Design

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
10 Please refer to the Common Session PD Design

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
11 Please refer to the Common Session PD Design

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
12 Please refer to the Common Session PD Design

TLE 7

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
8:00-9:00 Registration & Pretest
9:00-9:45 Opening Program Please refer to the Common Session PD Design
1

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
2 Please refer to the Common Session PD Design

9. 9

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
3
2 hrs 15
mins

Day 1
1:30-2:30
2:45-4:00


S3: Walkthrough of
MATATAG Mathematics
Curriculum (Shaping
Paper)
1. Curriculum Goals
2. Curriculum Framework
3. Structure of Learning
Area
4. Key Stage Curriculum
and Standards
● explain the salient
features of the
Mathematics Shaping
Paper
● share one’s
appreciation on the
importance of the
Shaping Paper to the
teaching and learning
process


INTRODUCTION: Greet/Welcome pax, introduce yourself, session
title, objectives, and outline.

ACTIVITY
1. Review the issues and concerns regarding the current
mathematics curriculum through panel discussion/forum

ANALYSIS
1. Process the raised concerns in the activity
2. Encourage other participants to share their inputs and
solution to the identified issues and concerns

ABSTRACTION
1. Present and discuss the MATATAG Mathematics
Curriculum shaping paper
a. Background/Rationale
b. Revised Mathematics Curriculum Framework
c. Features of the MATATAG Mathematics Curriculum
d. Content Domains
e. Key Stage Standards

APPLICATION
1. Ask participants to reflect on the presentation and
discussion of the MATATAG Mathematics Curriculum
2. Collect the reflection worksheets

CLOSING
1. Provide the synthesis of the session
2. Thank the participants

Reflection
Paper

Type here.

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert

10. 10

4
2 hrs 15
mins

Day 2
8:30-10:00
10:15-11:00


S4: Quarter 1 Curriculum
Standards of Mathematics
7 and Unpacking of
Learning Competencies
1. Quarter 1, Grade 7
curriculum standards
2. Unpacking of learning
competencies
• identify the Quarter 1
curriculum standards
• discuss the nature,
process, and
importance of
unpacking/clustering
the learning
competencies
• unpack learning
competencies


INTRODUCTION: Greet/Welcome pax, introduce yourself, session
title, objectives, and outline.

ACTIVITY
Fact or Bluff
1. Instruct the participants to listen to the statements and
analyze the following, thumbs up for fact and thumbs
down for bluff:
a. Unpacking learning competencies involves breaking
down complex skills and knowledge into smaller,
manageable components.
b. When unpacking learning competencies, it is
essential to identify the prerequisite knowledge and
skills learners need to achieve a specific competency.
c. Unpacking learning competencies is primarily a one-
time process that does not require updates.
d. One common tool used for unpacking learning
competencies is the Revised Bloom’s Taxonomy.
e. Unpacking considers leveling up the learning
competencies in the taxonomy.

ANALYSIS
On Point
1. Ask the following questions and process the participants
responses:
a. What is your understanding about unpacking the
curriculum?
b. How do you unpack a competency?
c. What are the considerations in unpacking a
competency?
d. How can unpacking a learning competency help your
task in selecting pedagogical approach and
assessment strategy?
2. Group participants into teams with 5 members each.
3. Give 10 minutes for the participants to write down their
answers.
4. Ask participants to share their answers.
5. Synthesize the responses of the participants.

ABSTRACTION
1. Present and discuss the process of unpacking.
2. Provide examples of unpacked learning competencies for
Unpacked
Learning
Competencies
(Worksheet)
Type here.

11. 11

Grade 7 Mathematics Quarter 1.
3. Ask the following questions:
a. What concepts share similarities with Quarter 1
Grade 7 Mathematics K to 12 curriculum?
b. What ideas are new in Quarter 1, Grade 7 of the
MATATAG curriculum?
c. What learning competencies do you find challenging
in Quarter 1? Why?

APPLICATION
1. Divide the participants into groups of 5.
2. Assign one learning competency to unpack to each group.
3. Provide instructions to the participants in the unpacking.
4. Distribute worksheet 1.
5. Ask participants to share their outputs to the group.
6. Synthesize the group’s insights and inputs on the outputs
shown.

CLOSING
1. Thank the participants

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
5 2 hrs15 mins

Day 2
11:00-12:00
1:00-2:15
S5: Quarter 2 Curriculum
Standards of Mathematics
7 and Unpacking of
Learning Competencies
1. Quarter 2 Mathematics 7
Curriculum Standards
2. Unpacking of Learning
Competencies for
Mathematics 7 Quarter 2

• Identify the Quarter 2
curriculum standards
• Unpack learning
competencies
• Reflect on how
unpacking the learning
competencies can aid
classroom instruction
and assessment
INTRODUCTION: Greet/Welcome pax, introduce yourself, session
title, objectives, and outline.

ACTIVITY
Competency Unleashing
1. Divide the class into four groups.
2. Assign competencies for each group to unpack.
3. Ask the participants to present their output.

ANALYSIS
In-Depth
1. Ask the following questions and process their responses
a. What are your considerations while unpacking the
assigned learning competency to your group?
b. What are the strategies which can be used to
accurately unpack the learning competency?
c. What are the challenges you encountered upon
1. Unpacked
learning
competen
cies
2. Reflection
journal
Type here.

12. 12

unpacking the assigned competency to your group?

ABSTRACTION
Answer Me
1. Ask the following questions and process their responses
a. What is the highest skill requirement? Can we add
skills not required by LC?
b. What learning competency do you find challenging in
terms of delivery in the classroom? Why?

APPLICATION
Let’s Unpack More
1. Instruct the participants to choose a learning competency
they will unpack individually
2. Distribute the worksheets and discuss the mechanics
3. Ask the participants to write down their reflection

CLOSING
1. Thank the participants

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
6 Please refer to the Common Session PD Design

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
7A 2h45

Day 3
10:15 -
12:00
1:00 - 2:00
7A: MATATAG
Mathematics
Instructional Design
Framework (IDF):
Pedagogy and
Assessment

1. Curriculum Framework
for Mathematics
2. K to 10 Instructional
Design Framework
• discuss the principles,
aspects, and the facets
of the Instructional
Design
• identify pedagogy and
assessment strategies
that align to the targeted
learning competency
• appreciate the value of
aligning pedagogy and
INTRODUCTION: Greet/Welcome pax, introduce yourself, session
title, objectives, and outline.

ACTIVITY
1. Facilitate the instructions and distribute the self-evaluation
form.
2. Organize the groups by having members count off and
distribute the materials

ANALYSIS
1. Ask each group to present their output and facilitate the
Appropriate
pedagogical
and
assessment
strategies
aligned with
the targeted
learning
competencies
and learners
Type here

13. 13

3. Suggested
Pedagogical
Approaches
4. Suggested
Assessment Strategies

assessment strategies in
attaining targeted
learning competency
following processing questions:
a. Is there any mathematical skill that you apply in doing
the task?
b. What insights did you gain regarding their strategies in
creating your floor tile design? Have you implemented
any of these strategies within your own group?
c. Which one do you believe could be beneficial for
teaching your learners to learn the same skill? What
factors led you to consider this strategy?
d. What realizations have you made in this activity, and
how will you connect it in our session?
2. Call 2-3 participants to answer the question, “What is the
purpose of IDF?”

ABSTRACTION
1. Present and discuss the curriculum framework for
Mathematics and connect it with the Instructional Design
Framework
2. Show pictures of K to 10 IDF and the learners
3. Facilitate the discussion on the following topics:
a. Features of the K to 10 Instructional Design Framework
b. Applying the Four Instructional Principles in
Mathematics
c. Embedding the Four Aspects of Instructional Design in
Mathematics
d. Integrating the Four Essential Facets of Learning in
Mathematics

APPLICATION
1. Present the mechanics of the activity
2. Provide materials for the activity
3. Give the groups 15 minutes to work on the task
4. Facilitate the presentation

CLOSING
1. Provide the synthesis of the session
2. Ask the participants to write their insights and take away
3. Thank the participants

14. 14

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
7B 2h15

Day 3
2:00 - 3:00
3:15 - 4:15
7B: MATATAG
Mathematics 7
Walkthrough of Learning
Resources

1. The Teaching and
Learning Resources
2. Lesson Exemplar
3. Learning Activity Sheet
4. Walkthrough of the
Teaching and Learning
Resources

• explain the design of the
teaching-learning
resources
• align the teaching-
learning resources with
the K to 10 Instructional
Design Framework
• appreciate the value of
aligning teaching-
learning resources with
the K to 10 Instructional
Design Framework
INTRODUCTION: Greet/Welcome pax, introduce yourself, session
title, objectives, and outline.

ACTIVITY
Case Study Analysis on Contextualizing Teaching and
Learning Resource
1. Provide instructions and call 2-3 participants to share their
insights

ANALYSIS
Making Connection
1. Call 2-3 participants to share their insights.
2. Facilitate discussion connecting the activity to the session

ABSTRACTION
The Teaching and Learning Resource: In Support to the
Implementation of MATATAG Curriculum
1. Present and facilitate the discussion for the implementation
of MATATAG curriculum.
2. Walkthrough on the learning activity sheet (LE and LAS)
3. Process the participants insights and input.

APPLICATION
Analysis of the Lesson Exemplar
1. Present and distribute the template and copy of a sample
lesson exemplar to the participants.
2. Provide instructions
3. Give 15 minutes to the participants to finish the templates
4. Participants will present to the group.
5. Facilitate the presentation

CLOSING
1. Provide synthesis of the session
2. Thank the participants
Review
Teaching-
Learning
Resources
aligned with
the K to 10
Instructional
Design
Framework
Type here

15. 15

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
8 Please refer to the Common Session PD Design

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
9 Please refer to the Common Session PD Design

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
10 Please refer to the Common Session PD Design

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
11 Please refer to the Common Session PD Design

Session
No.
Duration Topic Session Objectives Methodology Outputs
Resource
Speaker/Subjec
t- Matter Expert
12 Please refer to the Common Session PD Design