Department of Education

Region VII, Central Visayas

Division of Lapu – Lapu City
BABAG II ELEMENTARY SCHOOL
Babag, Lapu – Lapu City, Cebu

SESSION GUIDE ON (EGMA) - EARLY GRADE

MATHEMATICS ASSESSMENT
I. Session Title: EGMA – Early Grade Mathematics Assessment

II. OBJECTIVES:

• Measure the numeracy and mathematics skills of the early grade learners.
• Make interventions for the continuous improvement of both the teachers and the
learners based on the result analysis.
• Determine the need of support at the national, regional, division, and the district
levels on the specific tasks based on the results of the assessment.

III. DATE : October 22, 2019

TIME : 1:00 – 2:30 pm
DURATION: 1 ½ HOUR

IV.RESOURCES:

Early Grade Mathematics Assessment (EGMA) Tool Kit

DepEd Regional Memorandum No. 452, s. 2019
DepEd Order # 57 s. 2015
http://www.depedcebuprovince.ph/Memorandums/memo2019/DM_452_s2019.pdf
https://pdf.usaid.gov/pdf_docs/Pnads439.pdf
https://shared.rti.org/content/early-grade-mathematics-assessment-egma-toolkit

V. OVERVIEW:

The Early Grade Math Assessment (EGMA) is an instrument designed to measure

the extent to which school children in early primary grades are learning math skills.
All over the world, mathematics skills are essential for adults—employed or not
employed—to function successfully in their work, profession, and everyday life. This
importance of mathematics skills continues to increase as societies and economies
move toward more technologically advanced activities. New learning goals in
mathematics are being advocated at the same time that new recommendations for
research in this field are emerging (Fuson, 2004; U.S. Department of Education/National
Center for Education Statistics [NCES], 2008). As we increase our knowledge through
research and the evaluation of programs, we learn what works and what does not. We
also establish what children need as a foundation to become successful in learning
mathematics in later years.
This background note supplies discussion on the contents of the Early Grade
Mathematics Assessment (EGMA), funded by the United States Agency for International
Development (USAID). The focus of this tool, and hence of this background paper, is on
the early years of mathematics learning; that is, mathematics learning with an emphasis
on numbers and operations and on geometry through second grade or, in developing
countries, perhaps through third grade. Mathematics here is taken to be broader than,
and to include, arithmetic. Although it may seem odd to those unaccustomed to working
with these issues, instilling algebraic notions early helps children develop concepts in
identification, organization, cohesion, and then representation of information (Clements,
2004b). These are the years in which a young child builds a foundation or base that will
be necessary for learning in the years that follow. Without this base, it is possible—but
difficult—later, to catch children up to where they need to be (Fuson, 2004).
 A DepEd Order No. 57, s. 2015 was being ordered by DepEd Education Secretary
Br. Armin A. Luistro FSC on the utilization of the EGMA but just this year it was being
implemented following the DepEd Regional Memorandum No. 452, s. 2019

VI. PROCEDURE:

A. PRELIMINARY ACTIVITY
Share a video “Math Wizard” and talk about it.

B. ACTIVITY
Talk about the following:
1. Essence of EGMA – Early Grade Mathematics Assessment
2. Who and how to administer and when is the submission of the results of EGMA?
3. 10 Tasks of EGMA and assessment proper.
4. Guidelines in determining Numerates or Non-numerates.
5. Forms to be Accomplished and submitted in School Level, District Office, Division
Office and Regional Office.
6. Show a video on some interventions that may help the non-numerates,
“Mathematics in the Early Grades”.

C. ANALYSIS
Discuss on the guidelines in determining Numerates or Non-numerates.

D. ABSTRACTION
Give some interventions that may help the non-numerates, “Mathematics in the Early
Grades”.

E. APPLICATION
Hands at Work
 Act out on how to administer the EGMA properly. Choose one (1) member in each grade
(1 and 3) to act as the assesor (teacher) and the learner.
 Grade 2 will assess.
 Grades 4, 5, 6 will give an example of an intervention plan or enhancement program.

F. CONCLUDING ACTIVITY
Share the intervention plan or enhancement program.
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Prepared by:

LOVELYN O. PEREZ
Session Facilitator
Approved by:

DESIREE P. SULLA
School Principal