NumAT (Numeracy Assessment Tool)
NumAT (Numeracy Assessment Tool)
NumAT (Numeracy Assessment Tool)
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.
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TABLE OF CONTENTS
Preface 2
I. Introduction 4
IV. Components
A. Speed Assessment 7
1. Number Identification 8
2. Quantity Discrimination 9
3. Missing Number 10
4. Fundamental Operations 10
5. Number Problem 11
V. Technical Guidelines 12
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I. INTRODUCTION
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.
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.
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a. Assess the numeracy level of the pupils in terms of Speed and
Comprehension;
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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.
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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.
IV. COMPONENTS
A. Speed Assessment
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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.
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.
Number Identification
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Hence, number identification activities can expand a pupil's repertoire of
digits by making inferences about numerals.
Quantity Discrimination
9
The Number Discrimination subtest necessitates learners to identify the
bigger number and/or smaller number in a given pair for 60 seconds, 6
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
Fundamental Operations
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conducted by Passos, 2016, his study showed that the fundamental operation
learning 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.
Number Problem
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item, the teacher will read the problem and repeat if necessary to ensure the
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
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.
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Grade 4 Pre Test Time Post test Time
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Grade 8 Pre Test Time Post test Time
Addition 11 min Addition 11 min
of Integers of Integers
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Speed Assessment = Average Score x 40% x 100
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
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Average 41% - 50%
High 51% – 60%
To get the Numeracy Level add the Speed Assessment Level and Numerical
Assessment Level (Numeracy Level = SAL+ NCAL)
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Below is a detailed description of the enumerated task
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
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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.
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)
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consecutive times the teacher shall stop and intervene. After the 60 seconds
runs out, the activity shall stop.
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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.
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.
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
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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;
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● 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.
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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 numbers. Lastly, the average of each domain shall be taken together
for the Numeracy Level of the participants.
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
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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.
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.
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5.1.5.3 NUMAT FORM 4 A&B (Consolidation Report on Numeracy Level)
The following assessment tool shall be strictly utilized from Grades One (1)
to Grade Six (6) in determining the numeracy skills of each learner.
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A. Speed Assessment (40%
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30
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34
35
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40
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B. NUMERICAL COMPREHENSION ASSESSMENT (60%)
GRADE 1
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?
2 6 segundo
Sagot: dalawa
9 6 segundo
Sagot: siyam
15 6 segundo
Sagot: labinlima
50 6 segundo
Sagot: limampu
64 6 segundo
Sagot: anim na put’ apat
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Tanong Blg. 6: Anong bilang ito?
75 6 segundo
Sagot: pitumput’ lima
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
8 15 6 segundo
Sagot: 8
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Tanong Blg. 2: Tukuyin ang mas maliit na bilang.
19 9 6 segundo
Sagot: 9
12 211 6 segundo
Sagot: 12
37 84 6 segundo
Sagot: 84
54 45 6 segundo
Sagot: 54
62 96 6 segundo
Sagot: 96
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Tanong Blg. 10: Aling halaga ang mas malaki?
3 4 ? 6 6 segundo
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
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Tanong Blg. 7: Ano ang nawawalang bilang?
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
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
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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
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
9. 84 - 44 = 9. 40
10. 76- 64 = 10. 12
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
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Suliranin 2
Ano ang bilang sa pagitan ng 59 at 61?
Tamang Sagot: 60
Suliranin 3
GRADE 2
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?
3 6 segundo
8 6 segundo
Sagot: walo / eight
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Tanong Blg. 3: Anong bilang ito?
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
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
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B.2. QUANTITY DISCRIMINATION (10%)
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Tanong Blg. 8: Aling halaga ng pera ang mas maliit?
2 ? 4 5 6 segundo
Sagot: 3
15 16 ? 18 6 segundo
Sagot: 17
21 ? 23 24 6 segundo
Sagot: 22
67 68 ? 70 6 segundo
Sagot: 69
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Tanong Blg. 5: Ano ang nawawalang bilang?
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
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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
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
9. 210 - 2 9. 208
10. 911 - 4 10. 907
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Isulat ang angkop na product sa bawat bilang. Sagutin ito sa loob ng isang
daang 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.
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B.5. NUMBER PROBLEMS (15%)
Panuto: Basahin at unawain ang bawat tanong. Isulat ang tamang sagot sa
loob ng isang daang segundo.
100 segundo
Tanong Blg. 1:
Sagot: 100
Tanong Blg. 2:
Sagot: 10
Tanong Blg. 3:
Sagot: 935
Tanong Blg. 4:
Sagot: 5
Tanong Blg. 5:
Sagot: 12
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GRADE 3
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?
56
Tanong 9: Anong bilang ito?
2 460 6 seconds
Sagot: Dalawang libo’t apat na raan at animnapu
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Tanong 8: Alin sa mga sumusunod na bilang ang pinakamaliit ang value?
6 692 6 942 6 249 6 seconds
Sagot: 6 249
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Tanong 7: Ano sa palagay mo ang nawawalang bilang?
8 000 7000 ? 5000 6 seconds
Sagot: 8 010
Tanong Blg. 1: Isulat ang kabuuang sagot sa bawat patlang. Sagutin ito sa
loob ng isang daang segundo.
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Tanong Blg. 2: Isulat ang difference sa bawat bilang. Sagutin ito sa loob ng
isang daang segundo.
Tanong Blg. 3: Isulat ang angkop na product sa bawat bilang. Sagutin ito
sa loob ng isang daang segundo.
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Tanong Blg. 4: Isulat ang quotient ng bawat bilang. Sagutin ito sa loob ng
isang daang segundo.
Panuto: Basahin at unawain ang bawat tanong. Isulat ang tamang sagot sa
loob ng isang daang segundo.
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
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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?
62
Question 9: What number is this?
0.9 6 seconds
Answer: Nine tenths.
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?
63
Question 7: Among the given numbers, which is greatest?
0.1 0.01 0.001 6 seconds
Answer: 0.1
Question 10: Which among these decimals has the least value?
3.0 30.0 0.03 0.003 6 seconds
Answer: 0.003
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
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Question 5: Here are some sets of decimal numbers. What do you think is
the value of the missing decimal number?
? 2.5 2.0 1.5 6 seconds
Answer: 3.0
Question 6: Here are some sets of decimal numbers. What do you think is
the 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
Question 8: Here are some sets of similar fractions. What fraction goes here?
1/7 2/7 3/7 ? 6 seconds
Answer: 4/7
Question 9: Here are some sets of similar fractions. What fraction goes
here?
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
Questions: Answers:
1. 3, 400 + 7,046 1. 10,446
2. 23, 345 + 34, 002 2. 57, 347
3. 17, 751 + 27, 300 3. 45, 051
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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
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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
Problem 5
When fifty is multiplied by ten and then added to seven, what is
the number?
Answer: 507
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GRADE 5
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?
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Question 9: What number is this?
-15 m. 6 seconds
Answer: Negative fifteen meters
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 when to begin and when to stop. Are you ready?
69
6. Which number has a greater value?
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?
1.
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
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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
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3) 546 + 423 = 969
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
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8) 1.5 x 2.5 = 3.75
9) 0.5 x 1.5 = 0.75
6) 408 ÷ 4 = 5
7) 400 ÷ 10 = 40
8) 3.28 ÷ 0.4 = 8.2
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 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
If we take away 32 from the sum of 280 and 525, what do we get? Answer: 773
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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
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 when to begin and when to stop. Are you ready?
74
Question 7: What number is this?
0.03 6 seconds
Answer: Three- hundredths.
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 when to begin and when to stop. Are you ready?
75
Question 5: Compare given numbers, which is lesser?
97 369 96 739 6 seconds
Answer: 96 739
Question 10: Which among these decimals has the least value?
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 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?
76
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
Question 4: Here are some sets of decimal numbers. What do you think is
the value of the next decimal number?
0.08 0.16 0.24 ? 6 seconds
Answer: 0.32
Question 5: Here are some sets of decimal numbers. What do you think is
the value of the missing decimal number?
12.36 ? 13.36 13.86 6 seconds
Answer: 12.86
Question 6: Here are some sets of decimal numbers. What do you think is
the value of the second unknown number?
6.24 ? 5.84 5.64 6 seconds
Answer: 6.04
Question 7: Here are some sets of similar fractions. What fraction goes here?
1/4 2/4 ? 4/4 6 seconds
Answer: 3/4
Question 8: Here are some sets of similar fractions. What fraction goes here?
5/12 7/12 ? 11/12 6 seconds
Answer: 9/12
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
77
B.4. FUNDAMENTAL OPERATION (15%)
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
78
MULTIPLICATION 150 sec.
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
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
answer. You have 100 seconds to answer all the items. Are you ready?
100 sec.
Problem 1
Find the quotient of Two hundred seventy-five and Five.
Answer: 55
79
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
GRADE 7
1.NUMBER
IDENTIFICATION (10%)
TASK 1: NUMBER
IDENTIFICATION
80
316 502 074 6 seconds
Answer: thousands
81
2. QUANTITY DISCRIMINATION
(10%)
TASK 2:
QUANTITY
DISCRIMINATION
Answer: -20
Answer: -58
Answer: 3 1/2
Answer: 2 1/4
82
Question 6: Among the given fractions, which is the least?
5 1/2 5 1/4 5 3/4 6 seconds
Answer: 5 1/4
Question 9: Which among these decimal numbers has the greatest value?
75.500 75.050 75.005 6 seconds
Answer: 75.500
Question 10: Which among these decimal numbers has the least value?
100.0 10.0 0.10 0.010 6 seconds
Answer: 0.010
3. MISSING
NUMBER
(10%) TASK 3:
MISSING NUMBER
83
Question 2: Counting back by a constant number of tenths,
fill in the missing number.
5.6 5.1 4.6 ? 3.6 6 seconds
Answer: 4.1
Question 7: Here are some sets of decimal numbers. What do you think is the
value of the missing number?
Question 8: Here are some sets of decimal numbers. What do you think is the
value of the unknown number?
84
Question 9: The following are sets of similar fractions in ascending
order. What is the value of the missing fraction?
Questions Answers
1. 3 + 6
1. 9
2. 7 + (-3)
2. 4
3. (-4) + (-2)
3. -6
4. (-6) + 1
4. -5
85
5. (-3) + (-3)
5. 0
6. (-9) + 8
6. -1
7. 5 +(-19)
7. -14
8. (-18) + 18
8. 0
9. 15 + (-7)
9. 8
Questions Answers
1. 5 – 2
1. 3
86
2. (-3) – (-4)
2. 1
3. 6 – (-1)
3. 7
4. (-9) – 6
4. -15
5. (-8) – (-8)
5. 0
6. 7 – (9)
6. -2
7. -25 – (-7)
7. -18
8. 7 – (-12)
8. 19
9. (-27) – (-22)
9. -5
87
MULTIPLICATION TIME (150s)
Questions Answers
1. 2 × 3
1. 6
2. (-4) × (-1)
2. 4
3. (-5) × 4
3. -20
4. 6 × (-3)
4. -18
5. (-6) × 5
5. -30
6. 8×6
6. 48
7. (-7) × 11
7. -77
8. 15 × 3
8. 45
9. (-11) × (-11)
9. 121
88
10. 1/2 × (-1/2)
10. -1/4
Questions Answers
1. 2 ÷ 1
1. 2
2. (-18) ÷ (-2)
2. 9
3. (-9) ÷ 3
3. (-3)
4. 7 ÷ (-7)
4. -1
5. 16 ÷ (-2)
5. (-8)
6. (-5) ÷ (-5)
6. 1
7. 12 ÷ (-4)
7. (-3)
8. (-15) ÷ 3
8. (-5)
89
9. 14 ÷ 7
9. 2
100 sec.
Problem 1
Answer: 101.370
Problem 2
Answer: 88/169
Problem 3
Answer: 151
90
Problem 4
Answer: 500
Problem 5
Answer: 61
Problem 6
Answer: 1065
Problem 7
Answer: 242
Problem 8
Answer: 265
Problem 9
Answer: 75
91
Problem 10
Answer: 39 ˚ C
GRADE 8
NUMBER IDENTIFICATION (10%)
TASK 1: NUMBER IDENTIFICATION
Instructions: Read carefully and answer the 10 item questions. Each question will
be read twice before you start answering and will be given 6 seconds to finish.
Question 1: What is the numerical coefficient in 5x2?
Answer: 5 6 seconds
92
Question 7: What is the leading term in the algebraic expression 3x2 – x + 5?
Answer: 3x2 6 seconds
Question 8: What is the degree of the given expression, 8x4 + 2x3 – 4x2 + 14x + 6?
Answer: 4 6 seconds
93
Question 5: Compare the given integers, which is lesser?
-10 0 6 Seconds
Answer: -10
1 2 1 2 6 Seconds
( ) ( )
2 4
1 2
Answer: (2 )
Instructions: Listen as I read each question twice. You are given six seconds to
answer each item orally one at a time.
94
1. What should be the first integer in the pattern below?
−1 1 3 5 6 seconds
Answer: −3
95
9. What is missing in the following set of expressions below?
12 − 𝑠 8 − 3𝑠 6 − 4𝑠 4 − 5𝑠 6 seconds
Answer: 10 − 2𝑠
5. 40 + 42 = 5. 17
6. 23 + 22 = 6. 12
7. a + a = 7. 2a
8. -4a + a = 8. -3a
9. 4𝑟 + (−2𝑟) = 9. 2r
1 1
10. − 2 𝑚 + 2 𝑚 = 10. 0
Subtraction 15 Seconds
Questions: Answers:
1. 809.144 – 15.96 = 1. 793.184
2. 803.309 – 133.36 = 2. 669.949
3 3
3. 0 - 4 = 3. -4
96
7 4 11
4. – (9 ) - 9 = 4. - 9
5. 52 – 51 = 5. 20
6. 32 – 90 = 6. 8
7. 𝑎 − 𝑎 = 7. 0
8. −4𝑎 − 𝑎 = 8. −5𝑎
9. 4𝑟 − (−2𝑟) = 9. 6𝑟
1 1
10. − 𝑚 − 𝑚 = 10. −𝑚
2 2
Multiplication 15 Seconds
Questions: Answers:
1. 7.55 x 45 = 1. 339.75
2. 3.77 x 2.8 = 2. 10.566
2 3. 0
3. 0 (5 ) =
2 4
4. (- ) ( ) = 8
5 5
4. - 25
5. 24 • 22 = 5. 64
6. 90 • 92 = 6. 81
7. 𝑎 • 𝑎 = 7. 𝑎2
8. −4𝑎 • (−𝑎) = 8. 4𝑎2
9. 4𝑟 • (−2𝑟) = 9. −8𝑟 2
1 1 1
10. − 𝑚2 • 𝑚 = 10. − 𝑚3
2 2 4
Division 15 Seconds
Questions: Answers:
1. 337.5 ÷ 0.5 = 1. 675
2. 74.24 ÷ 0.08 = 2. 928
2 4 1
3. (- 5 ) ÷ ( 5 ) = 3. -2
5 4. -7
4. 5 ÷ (- )=
7
5. 23 ÷ 12 = 5. 8
97
6. 50 ÷ 52 = 1
6. 25
7. 𝑎 ÷ 𝑎 = 7. 1
8. −4𝑎 ÷ 𝑎 = 8. −4
9. 4𝑟 2 ÷ (−2𝑟)= 9. −2𝑟
1 1
10. − 2 𝑚3 ÷ 2 𝑚= 10. −𝑚2
Instructions: Read and analyze each number problem. You are given 400 seconds
to answer all the 10 items.
3. If the product of 125 and 43 is 5,375, what is the product of 1.25 and 4.3?
[5.375]
7. What is the sum of four consecutive even numbers if the first is 10? [52]
8. Twice a number increased by one is equal to seven. What is the number? [3]
10. What is the difference if you subtract 5𝑥 from the sum of 2𝑥 and 4𝑥? [𝑥]
98
GRADE 9
B.1 NUMBER IDENTIFICATION (10%)
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 when to begin and when to
stop. Are you ready?
99
Question 10: What number is this?
5√3 6 seconds
Answer: Five square root of three
Instructions: Listen carefully to each question, the teacher will read it twice and then tell the
correct answer.
100
Question 9: Which of these underlined numbers has smaller value?
257381 526570 6 seconds
Answer: 8
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 when to begin and when to
stop. Are you ready?
Question 1: Supply the missing number in the following numbers arranged from greatest to
least.
−12 −24 ? −48 6 seconds
Answer: −36
Question 2: From these numbers arranged from greatest to least, what is next?
5 0 −5 ? 6 seconds
Answer: −10
Question 3: Given the set of decimal numbers. What do you think is the missing number?
4.025 6.05 8.075 ? 6 seconds
Answer: 10.1
Question 4: From the set of numbers, what do you think is the value of the missing decimal
number?
−10.2 ? −14.5 −16.65 6 seconds
Answer: −12.35
Question 5: What is the missing value from the set of decimal numbers?
100.001 200.002 ? 400.004 6 seconds
Answer: 300.003
101
Question 8: Here are some examples of fractions. What do you think is the missing fraction?
2 3 4
? − − − 6 seconds
6 9 12
1
Answer: − 3
Question 9: What do you think is the numerator of the last fraction based on the given set of
numbers?
12 18 24 ?
6 seconds
2 3 4 5
Answer: 30
Question 10: What will be the last number in the given set of improper fractions?
11 13 15
? 6 seconds
3 6 9
17
Answer: 12
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)
1. 96 + 89 + 72 1. 257
2. 69 + (− 37) + (− 16) 2. 16
2 3 5
8. (− ) + (− ) 8. −
7 7 7
1 2 5
9. ( ) + (− ) 9. −
4 3 12
1 2 7
10. (−2 ) + (3 5) 10. 1
6 30
102
SUBTRACTION 150 Sec.
Questions: Answers:
1. 959 − 177 1. 782
2. (−754) − (−663) 2. − 91
7 2 1
8. (− ) − (− ) 8. −
10 10 2
5 7 3
9. ( ) − (− ) 9. 1
9 8 72
3 1 7
10. (−7 ) − (1 8) 10. −8
4 8
5. (5.6) (10) 5. 56
4 3 4
9. (5) (− 9) 9. − 15
7 5 2
10. (3 5) (−5 6) 10. −25
3
103
Division 150 Sec.
Questions: Answers:
1. 96 ÷ 12 1. 8
2. (−920) ÷ (−20) 2. 46
3. 132 ÷ (−12) 3. – 11
4. (−520) ÷ 8 4. – 65
5. 0.04 ÷ 0.08 5. 0.5
6. (−4.25) ÷ (−0.05) 6. 85
7. (−21) ÷ 0.15 7. – 140
2 3 2
8. (− 5) ÷ (− 5) 8.
3
4 6 14
9. (− 5) ÷ (7) 9. −
15
2 1 1
10. (4 3) ÷ (2) 10. 9
3
Instructions: 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
The sum of two consecutive numbers is forty-nine. Find the numbers.
Answer: 24 and 25
Problem # 2
The sum of five times a number is forty-eight. What is a number?
Answer: 8
Problem # 3
Six times a number decreased by seven is seventeen. Find a number.
Answer: 4
Problem # 4
The sum of three consecutive numbers is seventy-five. Find the smallest
number.
Answer: 24
104
Problem # 5
The difference of a number and nineteen is -2. What is a number?
Answer: 17
SOLUTION:
Problem # 1 Problem # 2 Problem # 3
Let x - 1st no. Let x- be a number Let x - be a number
x+1 - 2nd no. Eq. 5x + x = 48 Eq. 6x-7 =17
Eq. x + x+1 = 49 6x = 48 6x -7 +7 = 17 +7
1 1
2x +1 = 49 ( ) 6𝑥 = ( )48 6x = 24
6 6
1 1
2x + 1 -1 = 49-1 x= 8 (6)6x = (6)24
2x = 48 ∴ 8 is a number x= 4
1 1
(2)2x= (2) 48 ∴ 4 is a number
X =24
∴ x=24 , x+1= 24+1=25
24 & 25 are the numbers.
Problem # 4 Problem # 5
Let X – 1st no. Let x – be a number
X+1 - 2nd no. Eq. x-19 =-2
X+2 - 3rd no. x-19+19 = -2 +19
Eq. x + x+1 + x+2 = 75 x = 17
3x + 3 = 75 ∴ the number is 17
3x + 3 -3 = 75-3
3x = 72
1 1
( 3)3𝑥 = ( 3) 72
X= 24
∴ the smallest no. is 24
105
GRADE 10
B.1. NUMBER IDENTIFICATION (10%)
Answer: Seven billion, nine hundred million, three hundred three thousand,
seventy-six
Answer: Negative three billion, six hundred ten million, eight thousand, two
hundred thirteen
Answer: Negative sixty-five billion, four million, five hundred one thousand,
nine hundred sixty-four
106
Question 5: What decimal is this?
0.00008 6 seconds
725.26589 6 seconds
6 seconds
6 seconds
25a2b3d5 6 seconds
107
Question 10: What number is this?
6 seconds
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 when to begin and when to stop. Are you ready?
108
Question 4: Compare given numbers, which is lesser?
Answer: 50.6201
Answer: 0.010
6 seconds
2/3 3/5 -3/4
Answer: -3/4
6 seconds
1/25 5/25 6/25 3/25
Answer: 6/25
109
Question 9: Which among these numbers has the least value?
-1/4 6 seconds
-3/4 -0.67 -0.025
Answer: -3/4
Question 10: Which among these expression has the greatest value?
6 seconds
∛8 √81 ∜ 16 ∛ 125
Answer: √81
Instructions: 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?
Answer: 65
230
110
? 724 973 724 984 724 995 6 seconds
Question 4: Here are some sets of decimal numbers. What do you think
is the value of the missing decimal number?
Answer: 716.457
Question 5: Here are some sets of decimal numbers. What do you think
is the value of the missing number?
Answer: 28.593
Question 6: Here are some sets of decimal numbers. What do you think
is the value of the second unknown number?
Answer: 4
6.04
111
Question 7: From these series of numbers, what is missing?
25 36 ? 64 6 seconds
Answer: 49
Answer: 27
6 seconds
√144 ? √196 √225
Answer: √169
Answer: 27/36
112
B.4. FUNDAMENTAL OPERATION (15%)
Questions: Answers:
5. 96 + 43.92 139.92
6. 13
113
7. + 1
8. 2 + 5
9. + 6 + 9
Questions: Answers:
6. 1 14 or 14
114
7. 28 - 13 15
8. - 5 15√2
9. - 2 - 0
Questions: Answers:
7. (1/2)(2/3)(3) 1
115
8. (2√3)(3√2) 6√6
Questions: Answers:
1. 525 25 21
3. – 924 - 28 33
4. 1210/51 ÷ -1210/51 -1
116
8. (6√5)/√2 3√10
Instructions: 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
Answer: Php576
Problem 2
Answer: 182
117
Problem 3
Answer: 12 and 13
Problem 4
Answer: 121
Problem 5
Answer: 500
118
VIII. NumAt Forms
119
120
121
122
123
124
125
VIII. REFERENCES:
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
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
126