Math Department


  • Teacher's Name
    • Ms. Tamayo
    • Specialty:
  • Teacher's Name
  • Teacher's Name
    • Mr. Santiago
    • Specialty:
  • Teacher's Name
    • Mr. Chavez
    • Specialty:
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Welcome to CISM Math Department Blog


For most people who enjoy math, solving a math problem is an enjoyable and rewarding activity than answering a math exercise. What’s the difference? Math problems require the critical and creative use of math concepts and strategies whereas math exercises apply acquired math knowledge and techniques to achieve mastery. Mastery is necessary and valuable but students also need to experience solving challenging math problems.

CISM Middle School Math (Grades 6 – 8)

The CISM Middle School Math curriculum is designed to prepare CISM students for high school mathematics. Following the concepts and skills prescribed by the Common Core and the MYP-DP Math Continuum, this course commits itself to continue students’ development of mathematical fluency and reasoning as they progress to more complex Math topics. Computational skills with whole numbers, integers, decimals and fractions will be further developed and reinforced in this course through the various learning strategies, which includes drills, board work, and activities. Problem-solving analysis and critical thinking skills are stressed through cooperative learning and inquiry-based learning. A solid foundation of the math fundamentals are designed to prepare students for explorations in Elementary Algebra, Geometry, Statistics and Probability.

CISM High School Mathematics (Grades 9 – 10)

The curriculum empowers students with mathematical tool techniques and analytical skills while providing them with a strong foundation on fundamental algebraic skills and mastery of various mathematical concepts. Problem-solving skills are further enhanced in this curriculum through the use of drills with the application of technology. Critical and analytical thinking skills are used in a problem-solving context.

Aligned with the standards set by the Common Core and the MYP-DP Continuum, topics in the course focus in the development of logical, critical, creative thinking and perseverance in problem solving with the use of appropriate technology. Specifically, the Grade 9 Math covers Intermediate Algebra, Analytic Geometry, Trigonometry, Basic Probability and Statistics. Grade 10 Math integrates Advanced Algebra, Trigonometry, Discrete Math and Data Analysis. These topics prepare the students for the required learnings and requirements of IB Math. The introduction of TOK questions in these grade levels is also an effective method to prepare students to the expectations of IB Math.



The IB Math syllabus aims to develop the mathematical knowledge as well as logical and critical thinking skills of the DP student using previous learned Math concepts and their skills in abstraction and generalization. The program also intends to encourage students to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.

IB Math SL

The IB Math SL curriculum introduces important math concepts through the development of mathematical techniques. Students are introduced to the concepts in a comprehensive and coherent way. The mastery of the concepts in this course involves the application of mathematical knowledge through solving real-life problems in an appropriate context.

The math exploration, which is internally assessed, offers the students the opportunity to develop independent learning in math through the use of various mathematical activities and the investigation of different mathematical ideas.

IB Math HL

Math HL is for students who have a strong background in math and a wide range of analytical and technical skills. The curriculum allows students to apply their mathematical knowledge to solve problems in a variety of meaningful contexts and to justify and prove results.  It also offers the opportunity for students to develop insights on mathematical form and structure and become intellectually equipped to link between concepts in various topic areas.

The student’s math exploration shows independence in mathematical learning by using various mathematical approaches in the examination of mathematical ideas. This internally- assessed requirements also develop the student’s skills for communicating mathematical ideas in written form.

IB Math Studies SL

The Math Studies SL caters to student with varied backgrounds and abilities, and is designed to build confidence and encourage an appreciation of mathematics. This two-year course focuses on the application of mathematics to common real-world occurrences. This allows students to gain an understanding of a variety mathematical topics that can be applied in various settings, and develop sophisticated mathematical reasoning and critical thinking.

The internally-assessed written math exploration allows students to ask their own questions about a mathematical phenomenon and independently go through the process of applying learned mathematical concepts and skills, and utilizing mathematical tools of analysis relevant to the collected data in order to come to a final conclusion regarding their topic.

In alignment with the IB curriculum, the math department is dedicated to development of these traits in our students.

Inquirers. Our math classes encourage students to be naturally curious and encourage the love of learning throughout their lives.

Knowledgeable. In our classes, students learn math concepts and strategies that they could use across a broad and balanced range of disciplines.

Thinkers. Each math activity gives students the opportunity to apply critical and creative thinking skills in approaching challenging math problems.

Communicators. Students in our math classes collaborate with each other and are able to express their ideas in various modes of communication.

Principled. Math encourages students to perform their best at all times, however they are also taught to act with integrity and honesty on all occasions.

Open-minded. As math students collaborate with each other, they learn to see and evaluate a range of views and are willing to grow from the experience.

Caring. Math classes teach our students to show empathy and respect towards others and commit themselves to make a positive difference on their lives.

Risk-takers. Challenging math problems in class allow students to explore possible solutions with the use of acquired skills and techniques.

Balanced. Although focus is on the mastery of the acquisition of math concepts and strategies, various teaching and learning strategies are employed in every math class.

Reflective. Students in our math classes learn to assess and understand their strengths and limitations to support their learning and development in the course.

Once again, welcome to our blog! Let’s work together to make this the best year ever.


Charlston D. Chavez                                                                                                                 
Academic Coordinator

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Math League Competitions Winners – NCR Level

Grade 6 Category


Erich Paredes – 1st Place

Joonhee Han – 8th Place


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Math 6: Applied Problems involving Linear Equations in One Variable

Applied problems are those which are solved by using algebraic techniques. There is a great number of applied problems that can be translated into linear equations in one variable.

The following steps might be helpful in solving every applied problem.

1. ANALYZE: It consists of finding out the given, the conditions imposed by the problem and what is supposed to be answered.

2. REPRESENT: It involves the process of selecting and assigning a variable to the unknown quantity and expressing all other quantities in terms of the unknown quantity as described by the conditions imposed by the problem.

3. TRANSLATE: It consists of rewriting in the problem to a mathematical sentence using the variable in step 2.

4. SOLVE: It involves the process of finding the value of the unknown quantity in the mathematical sentence in step 3.

5.  CHECK: It involves verification of the solutions with the condition of the problem.

—-Mr. Chavez—-

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IB Learner Profile: Principled



One of the IB Learner Profile states that an IB student is someone who exemplifies honesty, integrity, justice, and respect. Collectively these traits describe a principled learner. How is this learner profile evident in a Math class?

An IB student knows when to persevere until a solution to a problem has been reached but they also recognize the need for guidance or assistance from the teacher or a classmate. This allows them to not only find the solution to the problem but learn the process of how the solution has been reached. Principled learners know when to seek help from others and at the same time offer help to those who may be struggling.

Principled learners are healthy competitors. They exert effort in everything that they do but their mindset is always to bring everyone up with them. They are not threatened with competition rather they use it to inspire and motivate themselves to become better.

—-Mr. Chavez—-

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Math 6: Introduction to Algebra

An aid for navigation and pilotage at sea is the lighthouse , a tower building or framework very familiar among the navigators, especially to those who sail by boat. This lighthouse serves as the compass for the navigators as it provides travelers and mariners information on the wind direction by displaying a light for their guidance. Lighthouses also provide coordinate location for small aircraft traveling at night.

Because of modern navigational aids, the number of operational lighthouses has declined to less than 1,500 worldwide. Lighthouses are used to mark dangerous coastlines, hazardous shoals away from the coast, and safe entries to harbors.

Just like the lighthouse, you will be introduced to the world of symbols that are used to convey ideas in Algebra. The concept of variables and algebraic expressions are basic in the study of Algebra. The use of variables and symbols become more meaningful when word phrases or verbal phrases are translated to mathematical phrases . Identifying the key phrases in verbal phrases facilitates translating them to mathematical phrases . This process is a prerequisite in solving word problems.

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Ending the year with High Distinction

L- R Mr. Lee Miller, Ronan Uy, Kun Kim, Mr. Tim Boulton

L- R
Mr. Lee Miller, Ronan Uy, Kun Kim, Mr. Tim Boulton

On December 8, 2017 at Manila Grand Opera Hotel, 49 Medal Awardees and 158 High Distinction Certificates Recipients for Math were presented to and recognized by the International Competitions and Assessment for Schools (ICAS) among the thousands of students who participated this year.This is the first year that MTG Philippines conducted this ceremony for winners. On the first year of this event, we are greatly proud that two of our Math Wizards were able to make it to the list. Kun Kim and Ronan Uy of Grade 10 both received the certificate of High Distinctions. This award is given to those students who belong to the top 1% of all the students who participated in the country. The certificates were presented by no less than Mr. Lee Miller, head of the Sales and Marketing Division, Educational Assessment Australia, UNSW Global Pty. with the presence of our Head of Schools, Mr. Tim Boulton.

It is such a joy to end this semester with such pride of having two amazing students who are ending their 2017 with High Distinction!

“As far as you can see is as far as you can be.”


—Mr. Jose Paulo Santiago—

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Happy Holidays!

It has been a wonderful first semester! Being a neophyte faculty at CISM, I could honestly say that I am enjoying my stay here- students are extremely good looking, smart and hardworking! My colleagues are just amazing! Support staff are superb!

Cheers to another semester, dragons!


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Sem1 Final Exam

Hello to all my CISM students! How are you all doing? It’s been a while but here you go again, soon to undergo the processes of testing! Most of you wouldn’t want to be examined in Mathematics because you fear of failing and getting a horrible grade at the end of the quarter. Such is the most popular reason. However, you shouldn’t be! Never fear math exams. And why is that so? Two reasons. First, doing your Math exam is just like traveling to some place new. For you not to get lost, you must follow directions carefully. You’ll get there safely if you did. The scenario in math class parallel to that of traveling is: you are taught instructions and techniques to solve problems easily. You just have to learn how to use them wisely. Seriously, if applicable on the situation, you can even do shortcuts if you wanted to!  Second, when you are tested, you can measure how far you’ve learned things in Math! You’ll know the exact numbers of your mathematical wits from 1-60! If there’s no examination, then, there’s no application of learning. Attending classes for the sake of just… going to school is a sad waste of time and tuition fee! Realize this. But beyond everything, with all my heart, dear students, I know you can pass my test because I am sure… you didn’t sleep in my class! More Math power to all of you!

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University of Waterloo visits CISM

The University of Waterloo in Canada visited CISM to conduct a seminar about problem solving strategies in Mathematics. The workshop was conducted by Professor Pretti, a faculty at The Center for Education in Mathematics and Computing of UWC.

This rare opportunity introduced techniques and strategies in problem solving which are helpful for students to think out-of-box that is beneficial for any student who wants to pursue IB Diploma Programme.


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Maximizing Google Classroom

Google Classroom’s purpose is to facilitate paperless communication between teachers and students and streamline educational workflow. Classroom allows teachers to create classes, post assignments, organize folders, and view work in real-time.

One of the best features is that Classroom is fully integrated with all other Google apps, so students and teachers can share information with one another instantaneously instead of having to hop through various hurdles to submit work. This simplifies certain functions in apps, too: For example, Google Docs would no longer require the use of the nefarious “Doctopus” function to create duplicate copies for students.

Students can begin their work with just one click, by viewing the assignment then opening a Google Doc. When they do this, teachers have a real-time view into student progress and can offer feedback along the way. Students each have their own Google Drive folder that allows students and teachers perpetual access to previous work, and educators can even assign grades within Classroom.

In short, Google Classroom offers a one-stop platform for facilitating digital production, workflow, and communication between teachers and students. Like other Google apps, it is available for free to schools, has no ads, and never uses student or teacher content for advertising purposes.

With these, always maximize the use of your Google Classroom accounts, especially that Semester 1 Finals is just a few weeks away. :)