NumAT Numeracy Assessment Tool

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PREFACE
The SDO – Rizal together with the various leaders from different
organizations is committed to reduce the gaps in the numeracy by seeking a
more fundamental understanding of the critical process to address
opportunities for improving the teaching-learning process. Initial efforts were
made to achieve the desired ends. Various assessments, projects,
interventions, and innovations were created to cope with the increasing gaps in
learning, especially in the numeracy. Despite many challenges, education must
continue providing its purpose to its stakeholders - by delivering excellence
through various modalities and learning platforms; by providing constructive
feedback virtually; and by assessing learners’ skills to measure their learnings
through differentiated activities through the conduct of intervention.
The Numeracy Assessment Tool (NumAT) is an initiative of the Division of
Rizal that addresses its purpose to make every Rizaleño learner develop their
numeracy skills which aims to make learners acquire the basic numeracy
skills.
This assessment tool is designed to determine the numeracy level of
each learner. This tool is composed of Speed Assessment Test and
Numerical Comprehension Assessment with five (5) components such as a).
Number Identification b). Quantity Discrimination c). Missing Number d)
Fundamental Operations and Number Problems.
Teachers use different learning methods to make informed decisions
regarding strategies to enhance student learning.The data from these measures
could be used for design intervention to fit the learners needs and abilities in
numeracy skills. This can also serve as one of the bases in planning and
designing activities and interventions to improve numeracy skill performance.
This helps determine if learning intervention is needed to ensure student
success.
Sulong Edukalidad! Sulong Blue Rizal!!!
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TABLE OF CONTENTS
Preface 2
I. Introduction 4
II. Objectives of the Tool 5
III. Definition of Terms 5-8
IV. Components
A. Speed Assessment 8-9
B. Numerical Comprehension Assessment
1. Number Identification 9
2. Quantity Discrimination 10
3. Missing Number 10
4. Fundamental Operations 11
5. Number Problem 11
V. Technical Guidelines 12 - 15
VI. NumAT Administration Guidelines 15 - 21
VII. Assessment Tool 22 - 64
VIII. Forms 67 - 73
IX. References 74
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I. INTRODUCTION
Mathematics is everywhere! We all use mathematics to navigate our
everyday life skills and decisions successfully. Understanding and using
mathematical concepts, and being numerate helps children know and describe
the world around them. Numeracy is important for individuals to develop
logical thinking and reasoning strategies in their daily activities thus helps
solve problems and form a sense of numbers, time, patterns and shapes in
activities like cooking, reading receipts, reading instructions and even playing
sports.
Numeracy skills refer to the ability to use, infer and link mathematical
information to solve real-world problems. These include the ability to
understand basic math like addition, subtraction, multiplication and division.
It is, therefore,concluded that Mathematics and numeracy skills boost children
to be confident and capable learners as they cross the community of the 21st
century.
To assess the numeracy level of the pupils in terms of speed and
comprehension, NumAT (Numeracy Assessment Tool) will be used. NumAT was
not designed for use as a standalone tool, but it is designed to be as adaptable
to the needs of a pupil and a teacher, and to develop the numeracy level of a
child.
II. OBJECTIVES OF THE TOOL
Assessment tools also help track progress and inform the teacher when
the subject matter has been adequately learned by the students. This
Numeracy Assessment Tool (NumAT) will help teachers assess how much a
learner knows, specifically in Mathematics. This tool will also help educators
and curriculum planners design/craft appropriate learning and intervention
materials according to the learner’s level of difficulty in numeracy skills.
Particularly, this Numeracy Assessment Tool (NumAT) aims to:
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a. Assess the numeracy level of the pupils in terms of Speed and
Comprehension;
b. Help teachers and curriculum planners design/produce appropriate
learning and intervention materials suited to the level of the learners;
c. Develop numeracy skills that gives children an early foundation for
their learning and development;
d. Assess basic mathematical knowledge like addition, subtraction,
multiplication and division; and
e. Identify mathematical needs in number, to continue the aspiration of
mathematics, in this time of pandemic.
III. DEFINITION OF TERMS
Numeracy Assessment Tool (NumAT) is an Assessment tool in
Mathematics, specifically designed and crafted to assess the numeracy level of
the pupils in terms of speed and accuracy and numeracy comprehension. It is
more than establishing judgements about a learner’s capability. It will identify
the learner’s understanding of the mathematical language, concepts and skills
and what they need to do to succeed.
Assessment is the process of identifying numeracy level of DepEd Rizal
learners as a standard basis for numeracy intervention and/or remediation
program. Anchored to the DO No.08 s.2015 or the “Policy Guidelines on the
Classroom Assessment for the K-12 Basic Education Program” and DO No.031
s.2020 or the “Interim Guideline for Assessment and Grading in the light of the
Basic Education Learning Continuity Plan”, the assessment is expected to be
practical and manageable for both learners and teachers. It shall give learners
a learning opportunity to demonstrate their mathematics skill. Moreover, the
result of this assessment shall be the basis of Project NUMERO as an
intervention program.
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Assessment tools are procedures used to measure a learner’s academic
abilities, skills, and/or fluency in a given subject or to measure one's progress
toward academic proficiency in a specific subject area. Assessments of all types
provide evidence for the teacher to make decisions, often in collaboration with
the learner, about the next steps forward in the learning program. Effective
assessment tasks are transparent and co-constructed so the learner knows the
purpose of the task, what is expected and how the task will be assessed.
Speed Assessment is a timed task which seeks to comprehensively
measure automaticity in applying the skill in four fundamental operations with
two levels of difficulty.
Number Concept is a mental representation of known basic numerical
comprehension components like number identification, quantity
discrimination, finding missing number, fundamental operations and number
problems.
DD Card or Diagnostic Drill Card is a timed-drill tool for four
fundamental operations with two levels of difficulty. The cards contain Math
facts arranged in rows with holes where answers are placed. Learners are
expected to answer as many as they can within a prescribed number of time
according to their grade level and difficulty level of the material.
Number Identification is the ability to equate written symbols with a
particular phonological representation. This is also called number
representation or number recognition. Numeracy identification skill involves
linking specific number word names (“seven”) with their Hindu Arabic
numerals (“7“) alongside to its quantitative implication.
Quantity Discrimination requires learners to orally identify the smaller
or bigger number from a sets of numbers. Comparing numeral value is the
primary math concept emphasize in quantity discrimination. First grade
students identify the bigger number from pairs of numbers between 0 and 20.
Being able to compare numbers/ quantities is a foundational mathematical
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skill which is critical to effective and efficient problem-solving strategies. The
order of numbers in pairs is crucial in distinguishing that numbers which
consist of the same numerals like 14 and 41 represent different quantities.
Missing Numbers are the numbers that are missing in the given set of
numbers with similar differences among them. Identifying missing numbers in
a sequence allows learners to demonstrate their understanding on how a
number increases or decreases. Pattern recognition and extension is an
important mathematical concept emphasized on this component.
Fundamental Operation features the four basic mathematical
operations - addition, subtraction, multiplication, and division - have
application even in the most advanced mathematical theories. Thus, mastering
them is one of the keys to progressing in an understanding of math. On the
other hand, there is a growing concern in the inability of learners to apply
arithmetic. The findings with respect to the Learning Outcome Assessment
(LOA) result exhibits the difficulty encountered by school children in
Mathematics. Therefore, providing learning opportunities to apply basic
concepts and operations will enable pupils to develop automaticity and
accuracy in arithmetic.
Number Problem is a number sentence describing a mathematical
scenario where a problem needs to be solved by way of applying basic
mathematical concepts.
IV. COMPONENTS
A. Speed Assessment
Pupils with lack of knowledge and mastery of fundamental operations in
Mathematics had been an alarming problem for a long time. In the study
conducted by Trends in International Mathematics and Science Study 2019
(TIMSS), it was found out that the Philippines ranked lowest among 58
participating countries. The study measured the Mathematics and Science
competence of Grade 4 and Grade 8 pupils. In connection to this, the
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Philippines scored 297 in Mathematics which was significantly lower than the
Low International Benchmark score of 400 based on International Benchmark
standards.
Similarly, in a separate studies conducted by the Southeast Asian
Minister of Education Association (SEAMO), United Nations Children’s Fund
(UNICEF), Programme for International Student Assessment (PISA), and
Organization for Economic Cooperation and Development (OECD) found that
the Philippines ranked worst among over 79 countries in the world.
Major efforts had been made by the Department of Education to resolve
the said educational crisis. In consonance with the effort of the national
government, the Division of Rizal took advantage of the use of window cards or
Diagnostic Drill (DD) cards to establish basic fundamental operation skills in
basic education level. Decision was made based on the diagnostic results that
poor Mathematics performance is related to poor basic Mathematical
knowledge.
In the study conducted by Recentes 2019, it was revealed that the use of
window cards among pupils with poor Mathematics skills yielded a remarkable
difference as compared to the controlled group. Hence, the use of this strategy
is beneficial to pupils below average. Keen with the proposal of the said study,
the speed assessment test of Numeracy Assessment Tool will utilize window
cards or Diagnostic Drill (DD) cards to determine pupils' speed level. The DD
cards will cover the four fundamental operations namely: addition, subtraction,
multiplication and division with two levels of difficulty.
B. Numerical Comprehension Assessment
Number Identification
In the study conducted by Purpura, Baroody, and Lonigan 2013, number
symbol identification and the ability to understand the relationship between
symbols and quantity serve as a bridge to informal number and arithmetic
knowledge to more advanced and formal mathematical concepts. Hence,
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number identification activities can expand a pupil's repertoire of digits by
making inferences about numerals.
The importance of number identification ability as demonstrated in the
study of Purpura et.al., 2013 underscored greater rate of achievement in
solving applied Math problems. This suggests a need for an explicit number
identification training that ranges from single digits before expanding into
multi-digit recognition.
The Number Identification sub-test is a 10-item test arranged from single
to multi digit recognition test with a non-stop rule within 60 seconds. Pupils
are expected to identify the phonological representation of the Hindu Arabic
numerals from 0 – 100,000. The test was divided into three parts: (1) first three
items feature single digits ranging from 0 – 9, (2) second part consists of a
two-digit number from 10 – 999, (3) the last five items are three-digit numbers
from 1000-100,000.
Quantity Discrimination
Dysfluent calculation is a common indication of a pupil who struggles in
math. Locuniak and Jordan (2008) identified quantity discrimination as one of
the primary predictors of Math fluency among early elementary years. In
addition, several researchers had noticed that the increase in quantity
discrimination score results to additional average standard score of 2.6 points.
With such correlation, it is obvious that quantity discrimination is vital skill
that pupils should master.
Quantity Discrimination can serve as early diagnostic measure of
numeracy skill. Performing early intervention is crucial in reducing the severity
of learning difficulties related to Mathematics. As such, development of early
numeracy intervention is necessary to build a solid conceptual foundation for
the pupils to become proficient at mathematical thinking and computation.
The Number Discrimination subtest necessitates learners to identify the
bigger number and/or smaller number in a given pair for 60 seconds, 6
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seconds per item. The test consists of two preliminary comprehension
questions before proceeding in the main task. In the main task, pupils will
distinguish the bigger number in a 10-item test. If a learner gets 3 successive
errors, the teacher will intervene for concept clarification. After doing so, the
activity will proceed.
Missing Number
Pattern recognition and extension is an important mathematical skill
that involves. Being able to recognize number patterns including counting in
patterns (by ones, tens, hundreds, fives and twos, etc., both forwards and
backwards) lays the foundation for other mathematical concepts, including
multiplication and division and, later, algebra. Being able to work with patterns
more generally aids pupils in problem solving.
The Missing Number subtest is an untimed test of 10 items with a stop
rule after four successive errors. The items are presented as four horizontally
aligned boxes, three of which contain numbers and one of which is empty (the
target missing number). Eight of the items increase in number from left to
right; two of the items decrease in number from left to right. Items 1, 2, and 6
increase by one (in a set of one-, two-, and three-digit numbers, respectively).
Items 3, 4, 5, and 8 increase by tens, hundreds, twos, and fives, respectively.
Items 7 and 9 decrease by twos and tens, respectively. The last item with
numerals within the range of 1–20 increases by fives, but does not begin with a
multiple of five. Students are asked to state the number that belongs in the
empty box.
Fundamental Operations
Several research studies were conducted to investigate and analyze the
pupils’ difficulties to perform addition, subtraction, multiplication and division.
Some of this research encounters procedural difficulties and some reports
experiences and strategies to overcome the difficulty. In the study conducted
by Passos, 2016, his study showed that the fundamental operation learning
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difficulty roots from error count, error in spatial organization, error when
adding and subtracting zero, error in regrouping, inverted operation and error
compensation.
It is noteworthy that the identified errors are not caused by the absence
of understanding but rather the inability to employ the procedures in each
fundamental operation. Hence, providing ample opportunities to let the pupils
solve problems will build discipline and confidence dealing with number
expressions. For this reason, it is deemed necessary to include fundamental
operations in the assessment tool to devise an intervention that will promote
the basic numerosity of learners.
The fundamental operation sub-test is a four level test arranged from
Addition, Subtraction, Multiplication and Division exercises. Each level is
timed for 100 seconds, 10 seconds per item, and consists of 10 items. The
pupils will be asked to answer as many as they can during the given time
frame. If the pupil is unsure or unable to answer within five seconds, he/she
can skip and move to the next problem. Incorrect or no response will be mark
(/) while the last problem attempted will be mark (]).
Number Problem
Number problems are seen as a crucial part of learning in the primary
curriculum, because they require children to apply their knowledge of various
concepts to basic Math scenarios. Solving word problems are often reported as
one of the least mastered skills. This concern posits the need for relevant and
practical instructional and assessment strategies that classroom teachers can
easily administer to build and to promote numeracy among learners. The
emphasis on remedial and/or enrichment word problem activities emerge
directly from the belief that practicing skills improve performance.
The Number problems sub-test consists of five (5) word problems
involving fundamental operations for 100 seconds, 20 seconds / item. In each
item, the teacher will read the problem and repeat if necessary to ensure the
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understanding of the pupils. Teacher may ask, “Do you understand?” in
seeking verbal affirmation. If a learner is unable to answer a question or
refuses to answer and does not attempt to compute, the teacher should
intervene and clarify misconceptions.
V. TECHNICAL GUIDELINES
This covers the two stages in the administration of the Numeracy
Assessment namely Speed Assessment Test and Numerical Comprehension
Assessment Test.
A. Speed Assessment has a rate equivalent to 40%. D-D Cards will be used in
each grade level with its corresponding number of minutes to administer for
100 items as shown below.
Grade 1 Pre Test Time Post test Time
A-1 18 min A-1 18 min
S-1 20 min S-1 20 min
A-1 12 min A-1 12 min
S-1 14 min S-1 14 min
M-1 15 min M-1 15 min
D-1 18 min D-1 18 min

A-1 11 min A-1 11 min
S-1 13 min S-1 13 min
M-1 14 min M-1 14 min
D-1 17 min D-1 17 min
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A-2 18 min A-2 18 min
S-2 19 min S-2 19 min
M-1 13 min M-1 13 min
D-1 16 min D-1 16 min

A-2 17 min A-2 17 min
S-2 18 min S-2 18 min
M-2 19 min M-2 19 min
D-2 20 min D-2 20 min

A-2 16 min A-2 16 min
S-2 17 min S-2 17 min
M-2 18 min M-2 18 min
D-2 19 min D-2 19 min
The speed assessment level is derived by multiplying the average scores by

40%
Speed Assessment = Average Score x 40% x 100
Example: Learner’s Score in the A-1 is 85
85 x 0.40 = 34
So, Learner Speed Assessment level is 34 (Average)
❖ If the computed average in Speed Assessment Level is in decimal
number,round to whole numbers.
A description of the speed assessment level is shown below ;
Non-Numerates - 22 and below
Slow - 23 - 28
Average - 29 – 34
Fast - 35 – 40
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B. Numerical Comprehension Assessment consist of five components with
its corresponding rate namely 1) number identification (10%) 2) Quantity
Discrimination (10%) 3) Missing Number (10%) 4) Fundamental Operations
(15%) 5) Word problems (15%) with a total percentage of 60%
To compute for the Numerical Comprehension Level, the following formula are
as follows:
Number Identification --- Score /10 X 100 X 0.1
Quantity Discrimination --- Score /10 X 100 X 0.1
Missing Number --- Score /10 X 100 X 0.1
Fundamental Operations --- Average Score /10 X 100 X 0.15
Number Problems --- Score /5 X 100 X 0.15
Numerical Comprehension Assessment Level = Total Score
❖ If the computed average in Numerical Comprehension Assessment Level
is in decimal number ,round to whole numbers.
The following description will be used to identify the learners Numerical
Comprehension Level.
Non Numerates 30% - below

Low 31% - 40%
Average 41% - 50%
High 51% – 60%
To get the Numeracy Level add the Speed Assessment Level and Numerical
Assessment Level (Numeracy Level = SAL+ NCAL)
The learner’s Speed Assessment Level and Numerical Comprehension Level
score should be taken together to determine the Numeracy level. The
description of numeracy level is presented below.
Non-Numerates 67% and below
Beginning Level 68% to 78%
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Intermediate Level 79% to 89%
Advanced Level 90% to 100%
VI. NUMAT ADMINISTRATION GUIDELINES
The Division of Rizal hereby introduces these guidelines for uniform
utilization of the Numeracy Assessment Tool in schools within the division.
This tool shall be administered both written and oral to Grade 1 to Grade 6 at
the beginning and at the end of the school year. Hence, the guideline shall be
strictly observed for effective implementation on the utilization of the tool.
5.1 Teachers are expected to (1) orally administer the numeracy
assessment subcategories namely number identification, quantity
discrimination and finding missing term to all Grade 1 to Grade 6 learners of
Division of Rizal. On the other hand, teachers are expected to administer the
DD cards, fundamental operations and number problems in written form; (2)
ensure that materials per tasks are complete in the pre and post test; (3)
establish the rapport between learners to lessen the anxiety in answering the
tool; (4) organized a physical or virtual space where the assessment will take
place; (5) provide data, result and analysis of the assessment to focal persons;
(6) carry out Project NUMERO as an intervention for the identified
non-numerates and perform other related works if necessary.
Below is a detailed description of the enumerated task
5.1.1 Oral and Written Administration
The first three (3) subcategories of Numeracy Assessment Tool namely
number identification, quantity discrimination and finding missing term are
oral assessment that shall be individually administered to learners by the
teachers. On the other hand, teachers are expected to administer the DD
cards, fundamental operations and number problems in written form.
Since the core design of NumAT is to identify the numeracy level of
learners, the oral administration should not focus on the linguistic ability of
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the learner in relation to their numeracy. Hence, learners should be allowed to
communicate in their mother tongue (L1). This will give learners necessary time
and opportunity to showcase his/her mathematical competence.
5.1.2 Preparation of Materials
Materials confounded on the conduct of NUmAT at various grade levels
are crucial to ensure a standard test administration. Hence, the learning tool
kit shall be kept within a secure place for confidentiality. Transmittal report of
the numeracy assessment tool is also deemed important to avoid any leakage of
information. Retrieval of the tools shall be done after test administration. The
materials that shall be used on the test administration shall be prepared by the
teacher themselves. Materials are also expected to suit the level of the learners.
5.1.3 Test Administration
Pre and post - test proper shall commence with the reading of general
directions and setting up goals with the learner. Establishing an initial
impression and promoting a relaxed learning atmosphere is a priority.
After the preliminaries, teachers shall prepare DD cards for the speed
assessment test. The learners will be required to answer the items possible
within prescribed time. Time tables for each grade level are described at the
technical guidelines above. Strict compliance with the prescribed time is a
must. Learners’ score shall be the basis on determining the speed level
anchored on the four levels in speed assessment computation. Struggling,
reluctant or passive learners shall be motivated to continue the test in order to
objectively assess his/her performance. Conduct of similar activities prior to
the official test administration is encouraged.
In relation to this, a numeracy assessment test shall come next.
Teachers in this phase shall engage pupils with a short orientation with the
workflow and expectations of the assessment. Teachers are also expected to
facilitate the sub-categories verbally. Verbal instructions shall be clear for the
guidance of the learners. Numeracy assessment contains five (5)
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sub-categories. Lastly, teachers must be aware that the five (5) components are
interconnected and progressive in nature. Consequently, if the child fails to
identify numbers on the number identification, the learner shall not be
encouraged to continue taking the other components. It should be taken
inconsideration that before Fundamental Operation is given it is important to
take a 5 minutes break to have the pupils rest after the accomplishing the oral
test such as the Number Identification, Quantity Discrimination and Missung
Number. And to take another 5 minutes break before proceeding to the next
task with the Number Problem.
Number Identification - The teacher shall prepare a stopwatch for a
time-bounded activity. Before starting the activity, learners shall be ready and
at ease. The teacher will start the activity saying, “Here are some numbers, I
want you to identify the number I will show you. I am going to use this
stopwatch and will tell you when to start and when to stop.”
The activity is timed for 60 seconds, during this time the teacher will use
marks to identify certain behaviours. Every item shall receive 6 seconds. (/) is
for incorrect response and (]) after the last identified number. In case that a
child stops or refuses to respond, the teacher shall encourage learners to
continue. If in case the learner incurred incorrect responses two (2) consecutive
times the teacher shall stop and intervene. After the 60 seconds runs out, the
activity shall stop.
Quantity Discrimination - The teacher in this stage shall focus on the
concept of comparing numerical values in a set of numbers appropriate with
the level of learners. Instructions shall be given at the beginning of the test.
The teacher shall say, “I have here a set of numbers, as I show pairs you will
tell me which number is bigger. Tell me the number’s name.”
Correct responses shall be score 1-point and incorrect or no response
shall be score 0-point. If the child incurred three (3) consecutive incorrect
responses and did not respond, the teacher shall come between to redirect the
learner. Mark the skipped math fact using a (/) mark and encircle the answers
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of the learner. If there is still no answer, proceed to the next pair of numbers.
The teacher shall strictly observe the 6 seconds / item rule in administering
the quantity discrimination. After the 60 second runs out the activity shall
immediately stop.
Missing Number - In this task learners are tasked to identify numbers in
a set or sequence of numbers. The teacher in this task shall observe the stop
rule. Teachers shall boost learners’ morale in case of three (3) consecutive
errors. Directions shall be made before the start of the task. In case that the
pupil did not respond, the teacher shall perform the same thing as with the
first two number assessment components. If the learner still has no response,
put “NR'' to indicate no response and move on to the next sequence. For
incorrect answers put a slash (/) and a bracket (]) for correct answers. The
teacher is expected to strictly follow the 6 seconds per item rule and shall stop
the task after the 60 seconds runs out.
Fundamental Operations - The learner in this stage is expected to
demonstrate their understanding of the four fundamental operations: addition,
subtraction, multiplication and division. Teachers shall observe progressive
implementation which starts from addition, subtraction, multiplication and
division. The teacher shall say, “ Now let us test your knowledge on the four
fundamental operations. You will solve the following number sentences I will
show you. You are allowed to compute any clean sheet of paper. Always
remember to relax and focus on the activity”. Teachers shall take note that
unlike the first three (3) sub-categories fundamental operations are set for a
150-second timer. Hence, each item will receive 15-seconds. Items with
incorrect response or no response shall be marked with slash (/) and bracket
(]) after the last problem attempted. If the learner refuses to answer for three (3)
consecutive times , the teacher shall encourage the learners to continue the
activity. If the learner still refuses to answer after the given break, move on to
the next question. When the 150 second time frame runs out the task shall
immediately stop.
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Number Problem - At the beginning of this task the teacher shall give
instructions to the learners in order to prepare them for the featured number
sentences. The teacher shall say, “ I have some number problems that I am
going to ask you to solve for me. You have to listen very carefully, if you do not
understand the question do not worry as I will repeat the question twice for
you. Okay, let’s start.” Strict compliance to the 100-second rule is a must.
Each item on this stage is set for 20-seconds. For the following questions, if a
learner does not respond or commit incorrect answers for two (2) items
consecutively and does not attempt to answer nor compute, the teacher shall
encourage/motivate the learner to keep back on track by creating a positive
atmosphere. When the 100-second runs out the task shall immediately stop.
5.1.4 Testing Platform
Testing platform is the place where the test administration will happen.
The test platform shall conform with the learners’ modality. A conducive test
environment boosts the positive teaching-learning process which improves test
performance. On the other hand, an unfavorable learning environment creates
tension amongst learners that derails testing efforts. As such, teachers shall
ensure parents’ consent allowing their children to participate in any form of
test administration. Parents and learners must undergo an orientation as to
how the test will be conducted. If in case the parents do not allow their
children to participate with due acceptable reasons the teacher shall follow
parents’ decision. Moreover, teachers shall adhere to the following standards
including and shall be limited to the following;
a. Physical Testing Platform
In recognition of the threats of Covid 19 pandemic, administering
face-to-face interaction with learners shall observe strict health measures
based on DO. 14, 2020 or the Guidelines on the Required Health Standards in
Basic Education Offices and School. Below are the standards for test venue
compliant with the Department Order:
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● Test venue shall be well ventilated (open windows are preferred
over air-conditioning systems)
● Teachers and learners shall wear PPEs
● Learners shall be accompanied by their parents/guardians
● People with comorbidities are not allowed in the physical testing
platform.
● Physical distancing shall be observe
● Only five (5) people shall be allowed in each testing rooms
● Testing platform and assessment materials shall be disinfected
before and after the implementation
● Consent of the parents allowing the child to go to the testing venue
to take the test.
b. Virtual Testing Platform
Places that do not permit face-to-face testing due to community
quarantine protocols shall conduct test administration via online platforms,
Google Meet, Zoom, Discord and the like. Facebook and other social media
platforms are not recommended for the conduct of virtual testing to avoid
violations of community guidelines. The following shall be observed in the
conduct of online testing sessions:
● Observe strict adherence to Republic Act No.10173 or the Data
Privacy Act of 2012.
● Ensure that learners are fully equipped for learning
● Inform learners if the meeting will be recorded.
● Ensure that learners have skill and knowledge of the online
video-conferencing tool or application that will be used in virtual
testing.
5.1.5 Submission of NumAT Data
The Division Office in aid of its complementary educational function
requires teachers to submit all required NumAt documents as deemed
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necessary to monitor the success of project implementation. Timely, detailed
and accurate submission of information will be vital on the assessment of
NumAT implementation.
On the submission of NumAT result, it shall be submitted via online
platform and shall be duly signed by immediate authority. Below are the
sample NumAT forms that are expected to be accomplished by the teachers
who will administer the assessment.
5.1.5.1 NUMAT FORM 1 (CLASS NUMERACY PROFILE)
The class numeracy profile contains the basic information of the learners
who will participate in the Numeracy assessment. Teachers are expected to
write the name of participants alphabetically on the second column using the
format, Surname, Given Name, Middle Initial.On the column of Speed
Assessment Level, teachers will input the results based on the actual
performance of learners in the DD cards, compute the average score and
identify the speed level. In addition, teachers are tasked to record the results of
each numerical comprehension component in their respective columns.
Teachers will also compute for the average score and determine the level based
on the range provided. If the computed average in Speed Assessment and
Numerical Comprehension Level is in decimal number,round to whole
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numbers. Lastly, the average of each domain shall be taken together for the
Numeracy Level of the participants.
5.1.5.2 NUMAT FORM 2A&B (Speed Assessment Level)
The Speed Assessment Level form A and B are dedicated to the results of
DD cards administration. Teachers will input the grade and section of learners
and the total enrollment of the respective sections. After the administration of
the assessment, teachers are tasked to make an account of the number of
pupils in each level. After doing so, teachers will compute the percentage of
pupils per level in comparison to the total number of enrolled learners and the
number of learners per level. Consolidated report of the school on speed level
assessment will be reflected in the NumAt Form 2B.
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5.1.5.3 NUMAT FORM 3A&B (Numerical Comprehension Level)
The NumAT Form 3A and 3B are the reports for the numerical
comprehension level. In this form, teachers will emplace the name of learners
with their grade level and section as well as the total number of enrollment in
their section. The form contains columns for each numerical component.
Teachers are tasked to determine the number of learners per component and
compute the percentage by dividing the number of learners per category to the
enrollment of learners in a section. On the other hand, NumAT for 3B is a
consolidation report of the NumAT form 3A.
5.1.5.3 NUMAT FORM 4 A&B (Consolidation Report on Numeracy Level)
23
The NUmAT form 4a is a consolidated report of numeracy level of a
particular section while NumAt 4b is a consolidated report per grade level. In
line with the results obtained from the Speed Assessment Level (NumAT form
2A and 2B) and Numerical Comprehension Level (NumAT form 3A and 3B),
numeracy level will be determined. The result of each domain will be taken
together following the prescribed formula for computation. Thereby, the teacher
will determine the number of learners per level in preparation for the
intervention program designed for each category.
VII. ASSESSMENT TOOL
This Number Assessment Tool (NumAt) is composed of Speed
Assessment Test utilizing Diagnostic Drill (DD) Cards to determine learner’s
speed level in the four fundamental operations and Numerical
Comprehension Assessment with five (5) components such as a). Number
Identification b). Quantity Discrimination c). Missing Number d) Fundamental
Operations and e) Number Problems.
The following assessment tool shall be strictly utilized from Grades One (1)
to Grade Six (6) in determining the numeracy skills of each learner .
24
A. Speed Assessment (40%)
25
26
27
28
29
30
31
32
B. NUMERICAL COMPREHENSION ASSESSMENT (60%)
GRADE 1
B.1. NUMBER IDENTIFICATION (10%)
TASK 1: NUMBER IDENTIFICATION
Panuto: Nais kong tingnan mo nang mabuti ang mga bilang na nasa flashcard.
Isa-isahin at tukuyin mo ang bawat bilang. Gagamit ako ng stopwatch upang
matukoy ang oras ng iyong pagbasa ng bilang. Sasabihin ko sa iyo kung kailan
magsisimula at kailan dapat tumigil. Handa ka na ba?
Tanong Blg.1: Anong bilang ito?

2 6 segundo
Sagot: dalawa
Tanong Blg. 2: Anong bilang ito?
9 6 segundo
Sagot: siyam
15 6 segundo
Sagot: labinlima
50 6 segundo
Sagot: limampu
64 6 segundo
Sagot: anim na put’ apat
75 6 segundo
Sagot: pitumput’ lima
33
82 6 segundo
Sagot: walumput’ dalawa

85 6 segundo
Sagot: walumput’ lima
94 6 segundo
Sagot: siyam na put’ apat

100 6 segundo
Sagot: isang daan
B.2. QUANTITY DISCRIMINATION (10%)

TASK 2: QUANTITY DISCRIMINATION
Panuto: Pakinggang mabuti ang mga sumusunod na tanong. Babasahin ko ito
ng dalawang beses at sasabihin mo sa akin ang tamang sagot?
Tanong Blg. 1: Tukuyin ang mas maliit na bilang.
8 15 6 segundo
Sagot: 8
19 9 6 segundo
Sagot: 9

12 211 6 segundo
Sagot: 12
34
Tanong Blg. 4: Tukuyin ang mas malaking bilang.
37 84 6 segundo
Sagot: 84
54 45 6 segundo
Sagot: 54
62 96 6 segundo
Sagot: 96
Tanong Blg. 7: Aling halaga ng pera ang mas maliit?
Php 2.00 Pph 8.00 6 segundo
Sagot: Php 2.00
Php 15.00 Php 27.00 6 segundo
Sagot: Php. 15.00
Tanong Blg. 9: Aling halaga ang mas malaki?
Sagot: Php 37.00
Sagot: Php 78.00
B.3. MISSING NUMBER (10%)

TASK 3: MISSING NUMBER
Panuto: Pag-aralang mabuti ang mga pangkat ng bilang at tukuyin kung
anong bilang ang nawawala?
Tanong Blg. 1: Ano ang nawawalang bilang?
3 4 ? 6 6 segundo
35
Sagot: 5
2 ? 6 8 6 segundo
Sagot:4
6 9 ? 15 6 segundo
Sagot: 12
5 10 15 ? 6 segundo
Sagot: 20
? 60 70 80 6 segundo
Sagot: 50
9 8 7 ? 6 segundo
Sagot: 6
20 18 ? 14 6 segundo
Sagot: 16
21 ? 15 12 6 segundo
Sagot: 18
70 65 ? 55 6 segundo
Sagot: 60
? 90 80 70 6 segundo
Sagot: 100
36
B.4. FUNDAMENTAL OPERATION (15%)
TASK 4: FUNDAMENTAL OPERATION
Panuto: Ito ay halimbawa ng mga pagsasanay sa pagsasama-sama ng mga
bilang (ituturo ang mga halimbawa ng pagsasanay mula itaas hanggang ibaba)
Sasabihin ko kung kailan ka pwedeng mag umpisa at kung kailan ka hihinto
sa pagsagot. Sasabihin mo nang maliwanag ang mga sagot sa mga sumusunod
na tanong. Handa ka na ba?
Pagsamahin ang mga sumusunod na bilang.
ADDITION 150 segundo
Tanong: Sagot:
1. 2 + 1 = 1. 3
2. 3 + 4 = 2. 7
3. 6 + 7 = 3. 13
4. 5 + 8 = 4. 13
5. 9 + 9 = 5. 18
6. 11 + 21 = 6. 32
7. 31 + 16 = 7. 47
8. 51 + 34 = 8. 85
9. 74 + 14 = 9. 88
10. 81 + 18 = 10. 99
Isulat ang tamang sagot sa mga bilang gamit ang pagbabawas.
SUBTRACTION 150 segundo
Tanong: Sagot:
1. 1 - 1 = 1. 0
2. 2 - 0 = 2. 2
3. 5 - 2 = 3. 3
4. 4 - 3 = 4. 1
5. 6 - 3 = 5. 3
6. 10 - 10 = 6. 0
7. 39 - 15 = 7. 24
8. 67 - 36 = 8. 31
37
9. 84 - 44 = 9. 40
10. 76- 64 = 10. 12
B.5. NUMBER PROBLEMS (15%)

TASK 5: NUMBER PROBLEMS
Panuto: Basahin at unawain ang bawat tanong. Isulat ang tamang sagot sa
loob ng isang daang segundo.
100 sec.
Suliranin 1
Si Lizzy ay may Php 13.00. Nais niyang bumili ng bolpen na
nagkakahalaga ng Php 19.00. Magkano pa ang halaga ng pera
ang kailangan ni Lizzy upang makabili siya ng bolpen na
gusto niya?
Tamang Sagot: Php 6.00
Suliranin 2
Ano ang bilang sa pagitan ng 59 at 61?
Tamang Sagot: 60
Suliranin 3
May dalawampung mga bata ang naglalaro sa parke.
Labing-isa sa mga iyon ay mga batang lalake. Ilan ang
kabuuang bilang ng mga batang babae na naglalaro sa parke?
Tamang Sagot: siyam (9)
Suliranin 4
Si Ana ay mayroong siyam na lapis. Nais niyang ibigay ang
tatlong lapis sa kanyang kuya. Ilan ang natirang lapis kay
Ana?
Tamang Sagot: anim (6)
Suliranin 5
Si Lito ay mayroong 12 lobo. Ang 5 dito ay asul at ang iba ay
kulay pula. Ilang lobo ang kulay pula?
Tamang Sagot: 7 (pito)
38
GRADE 2

Tanong Blg.1: Anong bilang ito?
3 6 segundo
Sagot: tatlo / three
8 6 segundo
Sagot: walo / eight
15 6 segundo
Sagot: labinlima / fifteen
72 6 segundo
Sagot: pitompu’t dalawa / seventy two
94 6 segundo
Sagot: siyam napu’t apat / ninety four
106 6 segundo
Sagot: isang daan at anim / one hundred six
421 6 segundo
39
Sagot: apat na daan dalawampu’t isa / four hundred twenty one

519 6 segundo
Sagot: limang daan at labing siyam / five hundred nineteen
837 6 segundo
Sagot: walong daan tatlumpu’t pito / eight hundred thirty seven

963 6 segundo
Sagot: siyam na raan at anim na pu’t tatlo/ nine hundred sixty three

Panuto: Pakinggang mabuti ang mga sumusunod na tanong. Babasahin ko ito
ng dalawang beses at sasabihin mo sa akin ang tamang sagot?
Tanong Blg. 1: Alin sa mga bilang ang mas malaki?
327 237 6 segundo
Sagot: 327
Tanong Blg. 2: Alin sa dalawang bilang ang mas maliit?
412 421 6 segundo
Sagot: 412
Tanong Blg. 3: Alin ang mas malaking bilang?

748 874 6 segundo
Sagot: 874
Tanong Blg. 4: Alin ang mas maliit na bilang?
40
914 766 6 segundo
Sagot: 766
323 233 6 segundo
Sagot: 323
755 575 6 segundo
Sagot: 755
Tanong Blg. 7: Aling bilang ang mas maliit?
689 951 6 segundo
Sagot: 689
Php. 20.00 Php. 50.00 6 segundo
Sagot: Php. 20.00
Php. 250.00 Php. 325.00 6 segundo
Sagot: Php. 325.00
Tanong Blg. 10: Alin ang mas mabigat?
33 gramo ng sachet ng gatas 1 kilong bigas 6 segundo
Sagot: 1 kilong bigas

Panuto: Pag-aralang mabuti ang mga pangkat ng bilang at tukuyin kung
anong bilang ang nawawala?
2 ? 4 5 6 segundo
41
Sagot: 3
15 16 ? 18 6 segundo
Sagot: 17
21 ? 23 24 6 segundo
Sagot: 22
67 68 ? 70 6 segundo
Sagot: 69
97 98 99 ? 6 segundo
Sagot: 100
3 6 9 ? 6 segundo
Sagot: 12
15 20 ? 30 6 segundo
Sagot: 25
30 ? 50 60 6 segundo
Sagot: 40
112 117 122 ? 6 segundo
Sagot: 127
600 ? 700 750 6 segundo
Sagot: 650
42

bilang (ituturo ang mga halimbawa ng pagsasanay mula itaas hanggang ibaba)
Sasabihin ko kung kailan ka pwedeng mag umpisa at kung kailan ka hihinto
sa pagsagot. Sasabihin mo nang maliwanag ang mga sagot sa mga sumusunod
na tanong. Handa ka na ba?
Pagsamahin ang mga sumusunod na bilang.
ADDITION 150 segundo
Tanong: Sagot:
1. 1 + 8 1. 9
2. 2 + 3 2. 5
3. 5 + 4 3. 9
4. 9 + 3 4. 12
5. 17 + 5 5. 22
6. 36 + 8 6. 44
7. 44 + 6 7. 50
8. 110 + 7 8. 117
9. 268 + 4 9. 272
10. 811 + 9 10. 820
Isulat ang tamang sagot sa mga bilang gamit ang pagbabawas.
SUBTRACTION 150 segundo
Tanong: Sagot:
1. 4 - 1 1. 3
2. 5 - 2 2. 3
3. 6 - 3 3. 3
4. 7 - 3 4. 4
5. 28 - 4 5. 24
6. 86 - 5 6. 81
7. 99 - 5 7. 94
8. 198 - 7 8. 191
43
9. 210 - 2 9. 208
10. 911 - 4 10. 907
Isulat ang angkop na product sa bawat bilang. Sagutin ito sa loob ng isang
daang segundo.
MULTIPLICATION 150 segundo
Tanong: Sagot:
1. 6 x 1 1. 6
2. 3 x 4 2. 12
3. 4 x 2 3. 8
4. 5 x 6 4. 30
5. 10 x 7 5. 70
6. 11 x 8 6. 88
7. 20 x 5 7. 100
8. 50 x 5 8. 250
9. 100 x 2 9. 200
10. 999 x 1 10. 999
Isulat ang quotient ng bawat bilang. Sagutin ito sa loob ng isang daang
segundo.
DIVISION 150 segundo
Tanong: Sagot:
1. 6 ÷ 2 1. 3
2. 7 ÷ 7 2. 1
3. 8 ÷ 2 3. 4
4. 16 ÷ 8 4. 2
5. 18 ÷ 3 5. 7
6. 20 ÷ 4 6. 5
7. 30 ÷ 5 7. 6
8. 60 ÷ 10 8. 6
9. 100 ÷ 20 9. 5
10. 678 ÷ 1 10. 678
44
100 segundo
Tanong Blg. 1:
Anong bilang ang mas mataas ng 5 sa 95?
Sagot: 100
Tanong Blg. 2:
Anong bilang ang mababa ng 11 sa 21
Sagot: 10
Tanong Blg. 3:
Anong bilang ang nasa pagitan ng 934 at 936
Sagot: 935
Tanong Blg. 4:
Kung ang 30 na mansanas ay hinati sa 6 na bata.
Ilan ang matatanggap ng bawat isa?
Sagot: 5
Tanong Blg. 5:
Kung ang bilang na 4 ay pinarami ng tatlong ulit,
Ano ang sagot?
Sagot: 12
GRADE 3

Tanong 1: Anong bilang ito?
45
3 020 6 seconds
Sagot: Tatlong libo’t dalawampu
8 005 6 seconds
Sagot: Walong libo’t lima
9 753 6 seconds
Sagot: Siyam na libo’t pitong raan at limapu’t tatlo
Tanong 4: Anong “ unit of fraction” ito?
1/3 6 seconds
Sagot: Sangkatlo
Tanong 5: Anong “unit of fraction ‘ ito?
2/2 6 seconds
Sagot: Dalawang kalahati o isang buo
3/4 6 seconds
Sagot: Tatlong kapat
2/4 6 seconds
Sagot: Dalawang kapat
326 6 seconds
Sagot: Tatlong daan at dalawampu’t anim
2 460 6 seconds
Sagot: Dalawang libo’t apat na raan at animnapu
909 6 seconds
Sagot: Siyam na daan at siyam
46
Panuto: Pakinggang mabuti ang mga sumusunod na tanong .Babasahin ko ito
ng dalawang beses at sasabihin mo sa akin ang tamang sagot.
Tanong 1: Paghambingin ang dalawang bilang, alin ang mas malaki?
1 125 1 215 6 seconds
Sagot: 1 215
Tanong 2: Piliin sa dalawa ang mas malaking bilang?
5 632 5 236 6 seconds
Sagot: 5 632
Tanong 3: Alin ang mas malaki sa dalawang bilang?
62 713 63 127 6 seconds
Sagot: 63 127
Tanong 4: Mula sa mga bilang na ito, alin ang mas maliit?
84 236 83 246 6 seconds
Sagot: 83 246
Tanong 5: Alin sa dalawa ang mas malaking bilang?
7 369 6 739 6 seconds
Sagot: 7 369
Tanong 6: Sa mga sumusunod na bilang, alin ang may pinakamalaking
value?
3 279 2 973 3 297 6 seconds
Sagot: 3 297
Tanong 7: Alin ang may pinakamalaking bilang?
7 489 7 849 4 894 6 seconds
Sagot: 7 849
Tanong 8: Alin sa mga sumusunod na bilang ang pinakamaliit ang value?
6 692 6 942 6 249 6 seconds
Sagot: 6 249
Tanong 9: Alin sa mga sumusunod na bilang ang pinakamataas ang value?
3 178 3 874 2 748 2 784 6 seconds
Sagot: 3 874
47
Tanong 10: Mula sa mga bilang, alin ang pinakamaliit?
2 978 7 789 7 798 6 879 6 seconds
Sagot: 2 978

Panuto: Pag aralang mabuti ang mga pangkat ng bilang at tukuyin kung
anong bilang ang nawawala ?
Tanong 1: Ano ang nawawalang bilang sa pangkat?
1 120 ? 1 124 1 126 6 seconds
Sagot: 1 122
Tanong 2: Ano ang nawawalang bilang sa pangkat?
2 854 2 858 2 862 ? 6 seconds
Sagot: 2 866
Tanong 3: Ano ang nawawala sa mga sumusunod na bilang?
3 215 3 220 ? 3 230 6 seconds
Sagot:: 3 225
Tanong 4: Ano ang susunod na bilang?
5 710 5 720 5 730 ? 6 seconds
Tanong: 5 740
Tanong: 5: Ano ang nawawalang bilang sa pangkat?
7 904 ? 7 912 7 916 6 seconds
Sagot: 7 908
Tanong 6: Ano sa palagay mo ang nawawalang bilang?
8 005 ? 8 015 8 020 6 seconds
Sagot: 8 010
Tanong 7: Ano sa palagay mo ang nawawalang bilang?
8 000 7000 ? 5000 6 seconds
Sagot: 8 010
Tanong 8: Ano ang bilang na nawawala?

8 000 8 010 ? 8 030 6 seconds
48
Sagot:: 8 020
Tanong 9: Ano ang kasunod na bilang ayon sa number sequence?
9 300 9 308 9 316 ? 6 seconds
Sagot:: 9 324
Tanong 10: Ayon sa number sequence, ano ang kasunod na bilang?
9 500 ? 9 514 9 521 6 seconds
Sagot::9 507

numero (ituturo ang mga halimbawa ng pagsasanay mula itaas hanggang
ibaba) Sasabihin ko kung kailan ka pwedeng mag umpisa at kung kailan ka
hihinto sa pagsagot. Sasabihin mo ng maliwanag ang mga sagot sa mga
sumusunod na tanong. Handa ka na ba?
Tanong Blg. 1: Isulat ang kabuuang sagot sa bawat patlang. Sagutin ito sa
ADDITION 150 sec.
Tanong: Mga Sagot:
1. 550 + 400 1. 950
2. 820 + 280 2. 1100
3. 7400 + 1560 3. 8960
4. 3900 + 4100 4. 8000
5. 8215 + 1785 5. 10000
6. 3428 + 5080 6. 8364
7. 6329 + 2600 7. 8929
8. 2755 + 6940 8. 9695
9. 2200 + 7800 9. 10000
10. 6330 + 3355 10. 9685
Tanong Blg. 2: Isulat ang difference sa bawat bilang. Sagutin ito sa loob ng
isang daang segundo.
49
SUBTRACTION 150 sec.
Tanong: Mga Sagot:
1. 500 - 240 1. 260
2. 712 - 412 2. 300
3. 644 - 199 3. 445
4. 850 - 520 4. 330
5. 8627 - 3567 5. 5060
6. 4533 - 2864 6. 1669
7. 9850 - 3420 7. 6430
8. 6740 - 2530 8. 4210
9. 8579 - 5226 9. 3353
10. 9340 - 4020 10. 5320
Tanong Blg. 3: Isulat ang angkop na product sa bawat bilang. Sagutin ito sa
MULTIPLICATION 150 sec.

Tanong: Mga Sagot:
1. 93 x 7 1. 651
2. 68 x 3 2. 204
3. 43 x 6 3. 258
4. 327 x 4 4. 1308
5. 163 x 5 5. 815
6. 50 x 90 6. 4500
7. 40 x 30 7. 1200
8. 50 x 60 8. 3000
9. 80 x 40 9. 3200
10. 15 x 34 10. 510
50
Tanong Blg. 4: Isulat ang quotient ng bawat bilang. Sagutin ito sa loob ng
isang daang segundo.
DIVISION 150 sec.
Tanong: Mga Sagot:
1. 92 ÷ 4 1. 23
2. 258 ÷ 6 2. 43
3. 912 ÷ 3 3. 304
4. 84 ÷ 4 4. 21
5. 56 ÷ 8 5. 7
6. 130 ÷ 10 6. 13
7. 88 ÷ 22 7. 4
8. 640 ÷ 10 8. 64
9. 380 ÷ 4 9. 95
10. 648 ÷ 2 10. 324

100 sec.
Suliranin 1
Ano ang kabuuan ng isang libo at siyam na daan at siyam?
Sagot: 1 909
Suliranin 2
Anong bilang ang mas malaki ng isang daan sa siyam na daan?
Sagot: 1 000
Suliranin 3
Sampung libo pinaliit ng limang-libo’t isang daan?
Sagot: 4 900
Suliranin 4
Ilan ang pitumpo na pinarami ng walumpo?
Sagot: 5 600
Suliranin 5
Hatiin ang limang libo sa limang daan.
Sagot: 10
51
GRADE 4

Instruction: I want you to take a closer look at this flash card. As I flash the
card, read the numbers. I am going to use this stopwatch and I will tell you
when to begin and when to stop. Are you ready?
Question 1: What number is this?
38 063 6 seconds
Answer: Thirty - eight thousand sixty three
76 812 6 seconds
Answer: Seventy - six thousand eight hundred twelve
80 703 6 seconds
Answer: Eighty thousand seven hundred three
Question 4: What fraction is this?
2 3/4 6 seconds
Answer: Two and three fourths
6/9 6 seconds
Answer: Six ninths
Question 6: Identify this mixed number.
4 3/5 6 seconds
Answer: Four and three fifths
0.07 6 seconds
Answer: Seven- hundredths.
0.46 6 seconds
Answer: Forty six- hundredths
52
0.9 6 seconds
Answer: Nine tenths.
0.72 6 seconds
Answer: Seventy two hundredths


Question 1: Compare the numbers, which is greater?
93 031 90 331 6 seconds
Answer: 93 031
90 000 99 000 6 seconds
Answer: 99 000
74 100 70 410 6 seconds
Answer: 74 100
Question 4: Compare the numbers, which is lesser?
56 308 56 038 6 seconds
Answer: 56 038
Question 5: Compare the numbers, which is lesser?
12 000 16 000 6 seconds
Answer: 12 000
Question 6: Among the given numbers, which is greatest?

0.10 0.20 0.30 6 seconds
Answer: 0.30
53
0.1 0.01 0.001 6 seconds
Answer: 0.1
950.008 950.080 950.800 6 seconds
Answer: 950.800
Question 9: Which among these decimals has the least value?
10.26 10.25 10.24 10.23 6 seconds
Answer: 10.23
3.0 30.0 0.03 0.003 6 seconds
Answer: 0.003

Question 1: Supply the missing number arranged from least to greatest.
52 320 52 325 ? 52 335 6 seconds
Answer: 52 330
Question 2: From these numbers arranged from least to greatest, what is
next?
35 003 35 006 35 009 ? 6 seconds
Answer: 35 012
Question 3: From these series of whole numbers, what is missing?
10 000 20 000 ? 40 000 6 seconds
Answer: 30 000
Question 4: Here are some sets of decimal numbers. What do you think is the
value of the next decimal number?
90.75 90.80 90.85 ? 6 seconds
Answer: 90.90
54
value of the missing decimal number?
? 2.5 2.0 1.5 6 seconds
Answer: 3.0
value of the second unknown number?
5.60 ? 5.62 5.63 6 seconds
Answer: 5.61
Question 7: Here are some sets of similar fractions. What fraction goes here?
1/2 2/2 3/2 ? 6 seconds
Answer: 5.61
1/7 2/7 3/7 ? 6 seconds
Answer: 4/7
2/10 4/10 ? 8/10 6 seconds
Answer: 6/10
Question 10: Here are some sets of similar fractions in descending order.
What fraction is missing?
45/100 ? 55/100 60/100 6 seconds
Answer: 50/100

TASK 4: FUNDAMENTAL OPERATIONS
Instruction: Here are some addition, subtraction, multiplication and division
number sentences. I am now going to use this stopwatch. Write the answer for
each problem. You have 100 seconds to answer all the items. Are you ready?
Start here (point to the first problem)
ADDITION 150 sec.
Questions: Answers:
1. 3, 400 + 7,046 1. 10,446
2. 23, 345 + 34, 002 2. 57, 347
55
3. 17, 751 + 27, 300 3. 45, 051
4. 49, 567 + 7, 456 4. 57, 023
5. 95, 070 + 3, 100 5. 98, 170
6. 67, 087 + 88, 956 6. 156, 043
7. 1, 765 + 8, 917 7. 10, 682
8. 73, 567 + 58, 872 8. 132, 439
9. 98, 200 + 1, 590 9. 99, 790
10. 15, 000 + 13, 000 10. 28, 000

Questions: Answers:
1. 15, 000 - 1, 500 1. 13, 500
2. 43, 456 - 9, 786 2. 33, 580
3. 9, 899 - 8, 977 3. 922
4. 7, 857 - 5, 009 4. 2, 848
5. 8, 071 - 4, 958 5. 3, 113
6. 56, 709 - 10, 879 6. 45, 830
7. 78, 008 - 67, 567 7. 10,441
8. 59, 650 - 59, 506 8. 144
9. 85, 965 - 70, 129 9. 15, 826
10. 99, 875 - 90, 879 10. 8,996

Questions: Answers:
1. 12 x 14 1. 168
2. 234 x 4 2. 936
3. 672 x 23 3. 15, 456
4. 754 x 45 4. 33, 930
5. 76 x 2 5. 152
6. 538 x 41 6. 22, 058
7. 567 x 36 7. 20, 412
8. 674 x 28 8.18, 872
9. 345 x 42 9. 14, 490
10. 2 345 x 365 10. 855, 925
56
DIVISION 150 sec.
Questions: Answers:
1. 75 ÷ 25 1. 3
2. 98 ÷ 7 2. 14
3. 162 ÷ 6 3. 27
4. 322 ÷ 23 4. 14
5. 1, 725 ÷ 75 5. 200
6. 98 ÷ 4 6. 24 r.2
7. 243 ÷ 2 7. 121 r.1
8. 1,694 ÷ 24 8. 70 r. 14
9. 3, 209 ÷ 18 9. 178 r.5
10. 4, 567 ÷ 93 10. 49 r.10

Instruction: I have some problems, read each problem carefully before you
answer. You have 100 seconds to answer all the items. Are you ready?
100 sec.
Problem 1
What is the difference between one hundred thousand and
forty-five thousand and sixty.
Answer: 54, 940
Problem 2
When nine thousand nine hundred ninety is divided by nine
hundred ninety- nine, what is the number?
Answer: 10
Problem 3
What is the sum of thirty thousand and twenty thousand two
hundred two?
Answer: 50 202
Problem 4
What number is eighty-three thousand four hundred seventeen
deducted by eighty-three thousand one hundred two?
Answer: 315
57
Problem 5
When fifty is multiplied by ten and then added to seven, what is
the number?
Answer: 507
GRADE 5


110 010 6 seconds
Answer: One hundred ten thousand ten
25.0005 6 seconds
Answer: Twenty – five and five ten thousandths
3/5 6 seconds
Answer: Three fifths
Question 4: What ratio is this?
2:5 6 seconds
Answer: Two is to five
45% 6 seconds
Answer: Forty – five percent
10:45 a.m. 6 seconds
Answer: Ten forty-five a.m.
58
37 °C 6 seconds
Answer: Thirty-seven Degree Celsius
36 sq. m 6 seconds
Answer: Thirty -six square meter
-15 m. 6 seconds
Answer: Negative fifteen meters
20% 6 seconds
Answer: Twenty percent

Instructions: I want you to take a closer look at this strip of paper. As I flash
the card, read the numbers. I am going to use this stopwatch and I will tell you
1: Which number has a lesser value?
100 011 110 001 6 seconds
Answer: 110 001
2. Which number has a lesser value?
5 673 5 736 6 seconds
Answer: 5 673
3.Which number has a lesser value?
2 350 2 240 6 seconds
Answer: 2 097
59
2 400 2 240 6 seconds
Answer: 2 240
11 235 11 245 6 seconds
Answer: 11 235
6. Which number has a greater value?
112 345 112 435 6 seconds
Answer: 112 435
120 200 102 200 6 seconds
Answer: 120 200
0.125 0.152 6 seconds
Answer: 0.152
2.10 2.01 6 seconds
Answer: 2.10

2 3/5 2 3/4 6 seconds
Answer: 2 3/4

1.
60
1 025 1 030 ? 1 040 6 seconds
Answer: 1 035
2.
105 111 117 ? 6 seconds
Answer: 123
3.
144 ? 152 156 6 seconds
Answer: 148
4.
1 10 100 ? 6 seconds
Answer: 1000
5.
10 500 10 700 10 900 ? 6 seconds
Answer: 11 100
6.
5.1 5.5 ? 6.3 6 seconds
Answer: 5.9
7.
23.22 23.24 23.26 ? 6 seconds
Answer: 23.28
8.
8.11 8.22 ? 8.44 6 seconds
Answer: 8.33
9.
0.65 0.62 ? 0.56 6 seconds
Answer: 0.59
10.
3/7 4/7 5/7 ? 6 seconds
Answer: 6/7
61
TASK 4: FUNDAMENTAL OPERATIONS

Question: What is the sum of the following?
Addition 150 sec.
1) 346 + 352 = 698
2) 453 + 334 = 787
3) 546 + 423 = 969
4) 451 + 645 = 1096
5) 329 + 542 = 871
6) 3.53 + 5.34 = 8.87
7) 7.35 + 2.44 = 9.79
8) 6.43 + 3.25 = 9.68
9) 8.45 + 1.18 = 9.63
10) 3.64 + 1.87 = 5.51
Subtraction 150 sec.

1) 572 - 451 = 121
2) 744 - 612 = 132
3) 867 - 652 = 215
4) 898 - 524 = 374
5) 788 - 545 = 243
6) 9.67 - 6.54 = 313
7) 9.98 - 1.96 = 8.02
8) 3.76 - 2.17 = 1.59
9) 7.95 - 4.58 = 3.37
10) 8.37 - 2.73 5.64
62
Multiplication 150 sec.
1) 424 x 10 = 4 240
2) 43 x 8 344
3) 122 x 5 = 610
4) 420 x 10 = 4 200
5) 32 x 8 = 256
6) 74 x 6 = 444
7) 53 x 4 = 212
8) 1.5 x 2.5 = 3.75
9) 0.5 x 1.5 = 0.75
10) 0.3 x 2.2 = 0.66
Division 150 sec.

1) 124 ÷ 2 = 62
2) 819 ÷ 9 = 91
3) 720 ÷ 24 = 30
4) 560 ÷ 28 = 20
5) 480 ÷ 12 = 40
6) 408 ÷ 4 = 5
7) 400 ÷ 10 = 40
8) 3.28 ÷ 0.4 = 8.2
9) 2.55 ÷ 0.5 = 5.1
10) 12.3 ÷ 0.3 = 41

Instruction: I have some problems, read each problem carefully before you
63
100 sec.
Problem 1
What is the sum of thirty -two thousand four hundred eighty – five Answer: 59 395
and twenty-six thousand nine hundred ten?
Problem 2
What is 9 7/15 less 7 3/15? Answer: 2 4/15
Problem 3
3. If we take away 32 from the sum of 280 and 525, what do we get? Answer: 773
Problem 4
What is the product of 2/3 and 1/5 ? Answer: 2/15
Problem 5
If 2.15 is increased by 3.10 then divide it by 5, what is the answer? Answer: 1.5
GRADE 6

76 235 6 seconds
Answer: Seventy -Six Thousand , Two hundred Thirty-Five
835 491 6 seconds
Answer: Eight Hundred Thirty-Five Thousand, Four Hundred Ninety-One.
1 230 400 6 seconds
Answer: One Million, Two Hundred Thirty Thousand, Four Hundred.
5/10 6 seconds
Answer: Five-tenths.
64
Question 5: What is this fraction?
9/27 6 seconds
Answer: Nine-twenty sevenths.
Question 6: What mixed number is this?
3 5/7 6 seconds
Answer: Three and five- seventh
0.03 6 seconds
Answer: Three- hundredths.
0.005 6 seconds
Answer: Five- thousandths
Question 9: What mixed number is this?
4. 096 6 seconds
Answer: Four and ninety-six thousandths.
45% 6 seconds
Answer: Forty-five percent.

1 125 1 215 6 seconds
Answer: 1 215
Question 2: Compare given numbers, which is greater?
5 632 5 236 6 seconds
65
Answer: 5 632
Question 3: Compare given numbers, which is greater?
62 713 63 127 6 seconds
Answer: 63 127
Question 4: Compare given numbers, which is lesser?
84 236 83 246 6 seconds
Answer: 83 246
Question 5: Compare given numbers, which is lesser?
97 369 96 739 6 seconds
Answer: 96 739
Question 6: Which is greatest among these decimal numbers?
63.279 62.973 63.297 6 seconds
Answer: 63.297
347.489 347.849 374.894 6 seconds
Answer: 374.894
246.692 29.6942 296.249 6 seconds
Answer: 296.249
4 213.178 4 123. 874 4 132. 748 431.2748 6 seconds
Answer: 431.2748
5 672.978 5 627. 789 5 267.798 5 276. 879 6 seconds
Answer: 5 267.798

Instructions: I want you to take a closer look at this flash card. As I flash the
66
Question 1: Supply the missing number in the following numbers arranged
from greatest to least.
3 465 ? 3 455 3 450 6 seconds
Answer: 3 460
Question 2: From these numbers arranged from greatest to least, what is
next?
12 410 12 400 12 390 ? 6 seconds
Answer: 12 380
Question 3: From these series of whole numbers, what is missing?
1 022 218 1 022 318 ? 1 022 518 6 seconds
Answer: 1 022 418
value of the next decimal number?
0.08 0.16 0.24 ? 6 seconds
Answer: 0.32
value of the missing decimal number?
12.36 ? 13.36 13.86 6 seconds
Answer: 12.86
value of the second unknown number?
6.24 ? 5.84 5.64 6 seconds
Answer: 6.04
1/4 2/4 ? 4/4 6 seconds
Answer: 3/4
Question 9: Here are some sets of equal fractions. What fraction goes here?
2/4 4/8 6/12 ? 6 seconds
Answer: 8/16
Question 10: Here are some sets of similar fractions in descending order.
What fraction is missing?
9/10 ? 5/10 3/10 6 seconds
Answer: 7/10
67
ADDITION 150 sec.

Questions: Answers:
1. 10 006 + 3 980 1. 13 986
2. 76 041 + 3 401 2. 79 442
3. 34 420 + 15 368 3. 49 788
4. 864 234 + 15 750 4. 879 984
5. 300 761 + 423 127 5. 723 888
6. 43.089 + 5.510 6. 48.599
7. 61.234 + 1.375 7. 62.609
8. 7 6772.0537 + 6.1311 8. 76778.1848
9. 0.56732 + 9278 9. 9278.56732
10. 567.45291 + 31.10004 10. 598.55295

Questions: Answers:
1. 98 - 15 1. 83
2. 956 - 450 2. 506
3. 2 876 – 1 034 3. 1 842
4. 3 960 - 120 4. 3 840
5. 5 476 – 2 442 5. 3 034
6. 32 456 – 12 123 6. 20 333
7. 1.462 – 0.230 7. 1. 232
8. 56.390 – 1.200 8. 55.190
9. 36.290 – 12.140 9. 24.150
10. 456.567 – 123.221 10. 333.346
68
Questions: Answers:
1. 12 x 9 1. 108
2. 254 x 1 000 2. 254 000
3. 22 x 10 000 3. 220 000
4. 100 x 0.88 4. 88
5. 10 000 X 0.35 5. 3 500
6. 2.8 x 0.1 6. 0.28
7. 36.2 x 0.01 7. 0.362
8. 242 x 0.01 8. 2.42
9. 514 x 0.001 9. 0.514
10. 12.5 x 0.001 10. 0.0125
DIVISION 150 sec.

Questions: Answers:
1. 24 ÷ 2 1. 12
2. 36 ÷ 6 2. 6
3. 102 ÷ 2 3. 51
4. 20 452 ÷ 4 4. 5 113
5. 20 ÷ 0.1 5. 200
6. 0.55 ÷ 0.05 6. 11
7. 649.3 ÷ 10 7. 64.93
8. 6.6 ÷ 6 8. 1.1
9. 8.2 ÷ 2 9. 4.1
10. 4 ÷ 5 10. 0.8

Instructions: I have some problems, read each problem carefully before you
100 sec.
Problem 1
Find the quotient of Two hundred seventy-five and Five.
69
Answer: 55
Problem 2
What number is Fifty two and three hundred, forty-five
thousandths diminished by two and forty-five hundredths.
Answer: 49.895
Problem 3
What is the result if you multiply Fifty-eight and twelve
hundredths by five?
Answer: 290.60
Problem 4
Seventeen greater than a number is 199. Find the number.
Answer: 182
Problem 5
Four times a number is Four hundred, eighty-four. What is the
number?
Answer: 121
70
NumAt Forms
71
72
73
74
75
76
77
VIII. REFERENCES:
Agarwal, Pooja K.; Agostinelli A. (2020): Interleaving in math: A
research-based strategy to boost learning, American Educator, v44 n1
p24-28, 40, ISSN: ISSN-0148-432X
Cramman H., Gott S., Little J., Merrell C., Tymms P., & Copping L., (2018):
Number identification: a unique developmental pathway in
mathematics? Research Papers in Education, DOI:
10.1080/02671522.2018.1536890
Habermann, S., Donlan, C., Göbel, S. M., & Hulme, C. (2020). The critical
role of Arabic numeral knowledge as a longitudinal predictor of
arithmetic development. Journal of Experimental Child Psychology,
193, Article 104794. https://doi.org/10.1016/j.jecp.2019.104794
Hansmann, Paul.Oklahoma State University (2013): Early numeracy
intervention: does quantity discrimination really work? ProQuest
Dissertations Publishing, ISBN: 978-1-3032-6522-8
Purpura, D. J., Baroody, A. J., & Lonigan, C. J. (2013). The transition from
informal to formal mathematical knowledge: Mediation by numeral
knowledge. Journal of Educational Psychology, DOI: 105(2), 453–46
78

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What is the purpose of the Numeracy Assessment Tool (NumAT)?

What is the purpose of the Numeracy Assessment Tool (NumAT)?

What are the components of the NumAT?

What are the components of the NumAT?

1

Grade 3 Pre Test Time Post test Time

Grade 5 Pre Test Time Post test Time

Grade 6 Pre Test Time Post test Time

The speed assessment level is derived by multiplying the average scores by

Non Numerates 30% - below

Tanong Blg.1: Anong bilang ito?

Tanong Blg. 8: Anong bilang ito?

Tanong Blg. 10: Anong bilang ito?

B.2. QUANTITY DISCRIMINATION (10%)

Tanong Blg. 3: Tukuyin ang mas maliit na bilang.

B.3. MISSING NUMBER (10%)

B.5. NUMBER PROBLEMS (15%)

B.1. NUMBER IDENTIFICATION (10%)

Tanong Blg. 8: Anong bilang ito?

Tanong Blg. 10: Anong bilang ito?

B.2. QUANTITY DISCRIMINATION (10%)

Tanong Blg. 3: Alin ang mas malaking bilang?

B.3. MISSING NUMBER (10%)

Panuto: Ito ay halimbawa ng mga pagsasanay sa pagsasama-sama ng mga

B.1. NUMBER IDENTIFICATION (10%)

Tanong 1: Anong bilang ito?

B.2. QUANTITY DISCRIMINATION (10%)

B.3. MISSING NUMBER (10%)

Tanong 8: Ano ang bilang na nawawala?

B.4. FUNDAMENTAL OPERATION (15%)

MULTIPLICATION 150 sec.

B.5. NUMBER PROBLEMS (15%)

B.1. NUMBER IDENTIFICATION (10%)

B.2. QUANTITY DISCRIMINATION (10%)

Question 6: Among the given numbers, which is greatest?

B.3. MISSING NUMBER (10%)

B.4. FUNDAMENTAL OPERATION (15%)

SUBTRACTION 150 sec.

MULTIPLICATION 150 sec.

B.5. NUMBER PROBLEMS (15%)

B.1. NUMBER IDENTIFICATION (10%)

Question 1: What number is this?

B.2. QUANTITY DISCRIMINATION (10%)

10. Which number has a greater value?

B.3. MISSING NUMBER (10%)

B.4. FUNDAMENTAL OPERATION (15%)

Instruction: Here are some addition, subtraction, multiplication and division

Subtraction 150 sec.

Division 150 sec.

B.5. NUMBER PROBLEMS (15%)

B.1. NUMBER IDENTIFICATION (10%)

B.2. QUANTITY DISCRIMINATION (10%)

B.3. MISSING NUMBER (10%)

ADDITION 150 sec.

SUBTRACTION 150 sec.

DIVISION 150 sec.

B.5. NUMBER PROBLEMS (15%)

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