NumAT (Numeracy Assessment Tool)

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 4
III. Definition of Terms 5
IV. Components
A. Speed Assessment 7
B. Numerical Comprehension Assessment
1. Number Identification 8
2. Quantity Discrimination 9
3. Missing Number 10
4. Fundamental Operations 10
5. Number Problem 11
V. Technical Guidelines 12
VI. NumAT Administration Guidelines 16
VII. Assessment Tool 25
VIII. Forms 119
IX. References 126
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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.
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Hence, 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.
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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
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
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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.
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
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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
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

Addition 12 min Addition 12 min
of Integers of Integers
Subtraction 15 min Subtraction 15 min

Multiplication 10 min Multiplication 10 min

Division 10 min Division 10 min

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

40%
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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
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%
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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)
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%
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.
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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
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
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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.
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) 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)
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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 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
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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.
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
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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;
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:
● 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 observed
● 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:
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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.
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
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)
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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.
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
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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.
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.
24
5.1.5.3 NUMAT FORM 4 A&B (Consolidation Report on Numeracy Level)
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.
25
A. Speed Assessment (40%
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
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
42
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
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
43
19 9 6 segundo
Sagot: 9
12 211 6 segundo
Sagot: 12
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
44
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
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
45
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
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
46
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
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
47
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)
GRADE 2
Tanong Blg.1: Anong bilang ito?
3 6 segundo
Sagot: tatlo / three
8 6 segundo
Sagot: walo / eight
48
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
49
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?
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
50
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
Sagot: 3
15 16 ? 18 6 segundo
Sagot: 17
21 ? 23 24 6 segundo
Sagot: 22
67 68 ? 70 6 segundo
Sagot: 69
51
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


bilang (ituturo ang mga halimbawa ng pagsasanay mula itaas hanggang
hihinto sa pagsagot. Sasabihin mo nang maliwanag ang mga sagot sa mga
Pagsamahin ang mga sumusunod na bilang.
52
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
9. 210 - 2 9. 208
10. 911 - 4 10. 907
53
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
54
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
55
GRADE 3
Tanong 1: Anong bilang ito?

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
56
2 460 6 seconds
Sagot: Dalawang libo’t apat na raan at animnapu

909 6 seconds
Sagot: Siyam na daan at siyam

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
57
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
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
58
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
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
hihinto sa pagsagot. Sasabihin mo ng maliwanag ang mga sagot sa mga
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
59
Tanong Blg. 2: Isulat ang difference sa bawat bilang. Sagutin ito sa loob ng
isang daang segundo.
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 loob ng isang daang segundo.
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
60
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
61
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
62
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

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
63
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
64
the value of the missing decimal number?
? 2.5 2.0 1.5 6 seconds
Answer: 3.0
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

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
3. 17, 751 + 27, 300 3. 45, 051
65
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
66
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
67
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.

37 °C 6 seconds
Answer: Thirty-seven Degree Celsius

36 sq. m 6 seconds
Answer: Thirty -six square meter
68
-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 when to begin and when to stop. Are you ready?
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
2 400 2 240 6 seconds

Answer: 2 240
11 235 11 245 6 seconds

Answer: 11 235
69
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.
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
70
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

TASK 4: FUNDAMENTAL OPERATIONS

Question: What is the sum of the following?
Addition 150 sec.
1) 346 + 352 = 698
2) 453 + 334 = 787
71
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
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
72
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
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
73
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.
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
74
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

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
75
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
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
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
the value of the next decimal number?
0.08 0.16 0.24 ? 6 seconds
Answer: 0.32
the value of the missing decimal number?
12.36 ? 13.36 13.86 6 seconds
Answer: 12.86
the 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
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.
9/10 ? 5/10 3/10 6 seconds
Answer: 7/10
77

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
78
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.
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
Instruction: Read each question carefully. Each question will be

read twice before you start answering and will be given 6 seconds
to answer each question.
Question 1: The written form of the given number is:

910 028 6 seconds
Answer: Nine hundred ten thousand, twenty-eight

Question 2: What is this number in written form?
1 500 320 6 seconds
Answer: One million, five hundred thousand, three hundred twenty
Question 3: What is the place value of the underlined digit?
80
316 502 074 6 seconds
Answer: thousands
Question 4: Read the given fraction.

5 /7 6 seconds
Answer: five-sevenths
Question 5: What is the denominator of the fraction, 3/5?

Answer: 5 6 seconds
Question 6: What type of fraction is 5/3?

Answer: improper fraction 6 seconds
Question 7: This ratio is read as

4:7 6 seconds
Answer: Four is to seven
Question 8: Read the given integer.

-15 6 seconds
Answer: negative fifteen
Question 9: What is this decimal number in words?

6 seconds
0.55
Answer: Fifty-five hundredths
Question 10: What is decimal place value of the underlined digit?

5.072 6 seconds
Answer: thousandths
81
2. QUANTITY DISCRIMINATION
(10%)
TASK 2:
QUANTITY
DISCRIMINATION
Instruction: Analyze each question. Each question will

be read twice before you start answering and will be
given 6 seconds to answer each question.

105 893 105 938 6 seconds
Answer: 105 938
Question 2: Between the given integers, which has a greater value?

-20 -25 6 seconds
Answer: -20
Question 3: Compare the given integers, which is lesser?

-50 -58 6 seconds
Answer: -58
Question 4: Which fraction has a lesser value?

3 3/4 3 1/2 6 seconds
Answer: 3 1/2
Question 5: Between the given fractions, which has a greater value?

2 1/4 2 1/8 6 seconds
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 7: Which among these integers has the least value?

-10 -12 -14 6 seconds
Answer: -14
Question 8: Which among these integers has the greatest

value?
-10 -15 -20 -25 6 seconds
Answer: -10
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
Instruction: Analyze each question. Each question will be read twice

before you start answering and will be given 6 seconds to answer each
question.
Question 1: By following the pattern, what is the missing term?

6 12 ? 24 30 6 seconds
Answer: 18
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 3: From these series of integers, what is missing?

-10 -5 0 ? 10 6 seconds
Answer: 5
Question 4: What should be the last integer in the pattern below?

-4 -2 0 2 ? 6 seconds
Answer: 4
Question 5: What should come first in the given pattern below?

? 3a 5a 7a 9a 6 seconds
Answer: 1a
Question 6: From these numbers arranged from greatest to least,

what is next?
890 335 890 330 890 325 890 320 ? 6 seconds

Answer: 890 315
Question 7: Here are some sets of decimal numbers. What do you think is the
value of the missing number?
15.26 16.36 17.46 ? 19.66 6 seconds

Answer: 18.56
Question 8: Here are some sets of decimal numbers. What do you think is the
value of the unknown number?
45.25 ? 44.75 44.50 44.25 6 seconds

Answer: 45
84
Question 9: The following are sets of similar fractions in ascending
order. What is the value of the missing fraction?
35/100 45/100 55/100 65/100 ? 6 seconds

Answer: 75/100
Question 10: The following are sets of similar fractions in descending

order. What fraction is missing?
15/45 12/45 ? 6/45 3/45 6 seconds

Answer: 9/45
Instruction: Here are some addition, subtraction, multiplication

and division problems involving integers. I am now going to use
this stopwatch. Write the answer for each item. You have 150
seconds to answer all items. Are you ready? Start here (point to
the first problem).
ADDITION TIME (150s)
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
10. 1/2 + (-3/2)

10. -2
SUBTRACTION TIME (150s)
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
10. 1/4 – (-3/4)

10. 1
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
DIVISION TIME (150s)
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
10. 1/8 ÷ (-1/8)

10. -1
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
What is Ninety and one hundred and fifty thousandths increased by

eleven and twenty-two hundredths?
Answer: 101.370
Problem 2
What is the product of 8/13 and 11/13?
Answer: 88/169
Problem 3
If 83 is added to 221 and subtracted from 455, what do we get?
Answer: 151
90
Problem 4
Thirty-three more than a number is 533, find the number.
Answer: 500
Problem 5
Twice a number diminished by 1 is 121, what is the number?
Answer: 61
Problem 6
The difference of a number and 345 is 720, find the number.
Answer: 1065
Problem 7
What is the quotient of 2904 and 12?
Answer: 242
Problem 8
If we take away 35 from the product of 25 and 12, what do we get?
Answer: 265
Problem 9
Ana and Elsa bought together 120 marbles. If Ana bought 45

marbles, how many marbles did Elsa buy?
Answer: 75
91
Problem 10
Yesterday, the temperature was 48˚ C and today it dropped by 9 ˚ C.

What was the temperature today?
Answer: 39 ˚ C
GRADE 8
NUMBER IDENTIFICATION (10%)
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
Question 2: What is the literal coefficient of 8x?

Answer: x 6 seconds
Question 3: What is the numerical coefficient of -x?

Answer: -1 6 seconds
Question 4: What is the literal coefficient in 3x4?

Answer: x4 6 seconds
Question 5: What is the constant in the given algebraic expression 3x2 – x + 5?

Answer: 5 6 seconds
Question 6: What are the variables in the expression 3x2y3 – x4y3?

Answer: x, y 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
Question 9: Given x2, what is the base?

Answer: x 6 seconds
Question 10: Given 3x6, what is the exponent?

Answer: 6 6 seconds
QUANTITY DISCRIMINATION (10%)

Instruction: Analyze the given 10 item questions. Each question will be read twice
before you start answering. You only have 6 seconds to answer each.
Question 1: Which is greater between the given decimal numbers?

101.5 101.05 6 Seconds
Answer: 101.5
Question 2: Between the two given decimal numbers, which is lesser?

203.001 203.01 6 Seconds
Answer: 203.001
Question 3: Which of the given fractions has a greater value?

3 1 6 Seconds
2 2
4 2
3
Answer: 24
Question 4: Between the given fractions, which has a lesser value?

1 1 6 Seconds
4 4
8 4
1
Answer: 48
93
Question 5: Compare the given integers, which is lesser?
-10 0 6 Seconds
Answer: -10
Question 6: Between the given integers, which has a lesser value?

-15 -20 6 Seconds
Answer: -20
Question 7: Compare the given integers, which is greater?

11 -100 6 Seconds
Answer: 11
Question 8: Between the given numbers, which has a greater value?
1 2 1 2 6 Seconds
( ) ( )
2 4
1 2
Answer: (2 )

−42 (−4)2 6 Seconds
Answer: (−4)2
Question 10: Between the given numbers, which is lesser?

22 1000 6 Seconds
0
Answer: 100
MISSING NUMBER 10%

TASK 3 : MISSING NUMBER
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
2. What should be the missing fraction in the set below?

1 1 1 1 6 seconds
4 16 32 64
1
Answer: 8
3. What is the missing expression?

𝑎 2𝑎 3𝑎 5𝑎 6 seconds
Answer: 4𝑎
4. What is the missing expression?

𝑡 𝑡3 𝑡4 𝑡5 6 seconds
Answer: 𝑡 2
5. By following the pattern, what is the missing expression?

𝑝2 𝑝4 𝑝8 𝑝10 6 seconds
Answer: 𝑝6
6. By following the pattern, what is the last expression?

0.1𝑠 −0.2𝑠 0.03𝑠 −0.04𝑠 6 seconds
Answer: 0.05𝑠
7. In the set of expressions below, what is missing?

𝑏 2𝑏 2 4𝑏 4 5𝑏 5 6 seconds
Answer: 3𝑏 3
8. What should come first in the given pattern below?

−6𝑘 −8𝑘 −10𝑘 −12𝑘 6 seconds
Answer: −4𝑘
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
10. By following the pattern, what is the last expression?

8𝑟 7𝑟 + 1 6𝑟 + 2 5𝑟 + 3 6 seconds
Answer: 4𝑟 + 4
FUNDAMENTAL OPERATION (15%)

Instructions: Below are the number sentences in four fundamental operations. Each
operation consists of 10 items The item will be read twice before you start answering
and will be given 15 seconds to finish.
Addition 15 Seconds
Questions: Answers:
1. 800.54 + 90.52 = 1. 891.06
2. 468.983 + 97.348 = 2. 566.331
3 1
3. -1 + 4 = 3. - 4
2 4 2
4. - 5 + 5 = 4. 5
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
NUMBER PROBLEMS 15%

Instructions: Read and analyze each number problem. You are given 400 seconds
to answer all the 10 items.
1. How many hundreds are there in one million? [10 000]
2. What number is three-fourths of twenty-four? [18]
3. If the product of 125 and 43 is 5,375, what is the product of 1.25 and 4.3?
[5.375]
4. What is twenty-five percent of four hundred? [100]
5. What is the square of nine? [81]
6. The product of eight and twenty is half of what number? [80]
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]
9. If 𝑥 is equal to six, what is the product of negative seven and 𝑥? [−42]
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%)
TASK 1. NUMBER IDENTIFICATION
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?

−20 6 seconds
Answer: Negative twenty

7, 135, 052 6 seconds
Answer: Seven million one hundred thirty-five thousand fifty-two

−168 6 seconds
Answer: Negative one hundred sixty-eight

21.75 6 seconds
Answer: Twenty-one and seventy-five hundredths

−9.0023 6 seconds
Answer: Negative nine and twenty-three ten thousandths

5
6 seconds
3
Answer: Five-thirds

7
− 6 seconds
2
Answer: Negative seven-halves

8
12 6 seconds
15
Answer: Twelve and eight-fifteenths

√10 6 seconds
Answer: Square root of ten
99
5√3 6 seconds
Answer: Five square root of three
B.2 QUANTITY DISCRIMINATION (10%)
TASK 2. QUANTITY DISCRIMINATION
Instructions: Listen carefully to each question, the teacher will read it twice and then tell the
correct answer.
Question 1: Which of these is the larger number?

-20 -50 6 seconds
Answer: -20
Question 2: Which of these is the smaller number?

-200 -100 6 seconds
Answer: -200
Question 3: Which of these is the larger decimal?

-1250.35 -1250.45 6 seconds
Answer: -1250.35
Question 4: Which of these is the smaller decimal?

4056.05 4056.25 6 seconds
Answer: 4056.05
Question 5: Which of these is the smaller fraction?

8 4
6 seconds
5 3
4
Answer:
3
Question 6: Which of these is the larger fraction?

4 6
6 seconds
7 11
4
Answer:
7

5 7
− − 6 seconds
3 10
5
Answer: −
3

5 7
− − 6 seconds
13 15
7
Answer: −
15
100
Question 9: Which of these underlined numbers has smaller value?
257381 526570 6 seconds
Answer: 8
Question 10: Which of these underlined numbers has larger value?

7892567 6946328 6 seconds
Answer: 9
B.3 MISSING NUMBER (10%)
TASK 3. MISSING NUMBER
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
Question 6: Given a set of similar fractions. What comes first?

4 6 8
? 6 seconds
10 10 10
2
Answer:
10
Question 7: What will be the last number in the given set?

1
5 5 6 ? 6 seconds
2
1
Answer: 6 2
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
B.3 FUNDAMENTAL OPERATION (15%)
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. 96 + 89 + 72 1. 257
2. 69 + (− 37) + (− 16) 2. 16
3. (−30) + (−56) + (−79) 3. −165
4. (−208) + (− 756) + 306 4. −658
5. 0.005 + 9.658 + 0.011 5. 9.674
6. (−32.95) + (−141.5) + (−129. 083) 6. – 303.533
7. (−34.95) + 0.868 + 2.103 7. – 31.979
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
3. 328 − ( − 437) 3. 765
4. (−119) − 999 4. – 1118
5. 2.567 − 2.776 5. −0.209
6. (−17.0002) − (−9.211) 6. −7.7892
7. 15.101 − (−9.011) 7. 24.112
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
Multiplication 150 Sec.

Questions: Answers:
1. (27) (46) 1. 1242
2. (−5) (−100) (−10) 2. – 5000
3. (−20) (−14) (10) 3. 2800
4. (56) (−27) 4. – 1512
5. (5.6) (10) 5. 56
6. (−6.5) (−3.45) (1) 6. 22.425
7. (0.05) (−1.12) 7. −0.056

3 2 3
8. (− ) (− ) 8.
32
8 8
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
B.5 NUMBER PROBLEMS (15%)
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

the card, read the numbers or expressions. I am going to use this
stopwatch and I will tell you when to begin and when to stop. Are you
ready?
7 900 303 076 6 seconds
Answer: Seven billion, nine hundred million, three hundred three thousand,
seventy-six
92 361 089 005 6 seconds
Answer: Ninety-two billion, three hundred sixty-one million, eighty-nine

thousand, five
-3 610 008 213 6 seconds
Answer: Negative three billion, six hundred ten million, eight thousand, two
hundred thirteen
-65 004 501 964 6 seconds
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
Answer: Eight hundred thousandths
Question 6: What decimal is this?
725.26589 6 seconds
Answer: Seven hundred twenty-five and twenty-six thousand, five hundred

eighty-nine hundred thousandths
6 seconds
Answer: One over nine or one-ninth
6 seconds
Answer: Fifteen over seventy-five
25a2b3d5 6 seconds
Answer: Twenty-five, a squared, b cubed, d raised to the fifth power
107
6 seconds
Answer: Square root of sixty-four a squared, b

squared
2 500 875 2 500 800 6 seconds
Answer: 2 500 800
Question 2: Compare given numbers, which is

greater?
8 998 465 8 989 465 6 seconds
Answer: 8 998 465
Question 3: Compare given numbers, which is

greater?
6 875 694 -6 875 694 6 seconds
Answer: 6 875 694
108
-1 459 095 -1 495 095 6 seconds
Answer: -1 495 095
Question 5: Which is greatest among these decimal

numbers?
50.2602 50.0261 50.6201 6 seconds
Answer: 50.6201
0.001 -0.001 0.010 -0.100 6 seconds
Answer: 0.010
Question 7: Which is least among these fractions?
6 seconds
2/3 3/5 -3/4
Answer: -3/4
Question 8: Which is greatest among these fractions?
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
Question 1: Supply the missing number in the following numbers

arranged from greatest to least.
65 212 65 218 65 224 ? 6 seconds
Answer: 65
230
Question 2: From these numbers arranged from least to greatest, what

is missing?
110
? 724 973 724 984 724 995 6 seconds
Answer: 724 962
Question 3: From these series of negative integers s, what is missing?
-566 600 -566 575 ? -566 525 6 seconds
Answer: -566 550
Question 4: Here are some sets of decimal numbers. What do you think
is the value of the missing decimal number?
716.257 ? 716.657 716.857 6 seconds
Answer: 716.457
is the value of the missing number?
? 28.581 28.569 28.557 6 seconds
Answer: 28.593
is the value of the second unknown number?
6.24 ? 5.84 5.64 6 seconds
Answer: 4
6.04
111
Question 7: From these series of numbers, what is missing?
25 36 ? 64 6 seconds
Answer: 49
Question 8: From these series of numbers, what is missing?
-8 ? -64 125 6 seconds
Answer: 27
Question 9: Here are some sets of numbers. What missing?
6 seconds
√144 ? √196 √225
Answer: √169
Question 10: Here are some sets of similar fractions in ascending

order.
¾ 9/12 ? 81/108 6 seconds
Answer: 27/36
112

of mathematical expressions. I am now going to use this stopwatch. Write
the answer for each problem in simplest form. You have 150 seconds to
answer all the items. Are you ready?
Start here (point to the first problem)
ADDITION 150 sec.
Questions: Answers:
1. 824 + 804 1 628
2. 800 999 + 800 111 1 601 110
3. 356 + (- 894) -538
4. 56.93+ 26.025 82.955
5. 96 + 43.92 139.92
6. 13
113
7. + 1
8. 2 + 5
9. + 6 + 9
10. 3xy + 5y + 18xy 5y + 21xy
Questions: Answers:
1. 629 – 505 124
2. 595 – 256 339
3. 854 - (- 34) 888
4. 79.52 - 25.4 54.12
5. 22.312 - 17.29 5.022
6. 1 14 or 14
114
7. 28 - 13 15
8. - 5 15√2
9. - 2 - 0
10. 9x2y - 3y - 4xy y - 4xy
Questions: Answers:
1. (923) (45) 41 535
2. (63 777) (1 000) 63 777 000
3. (-78) (-327) 25 ,506
4. (-10 000 000) (238)
5. (89 235) (0.0001) 8.9235
6. (2.34) (-8.23) -19.2582
7. (1/2)(2/3)(3) 1
115
8. (2√3)(3√2) 6√6
9. (4a2 b3 c)(3a3 b4 c2 ) 12a5 b7 c3
10. (2/3 m4 n3 )(1/2 m5 1/3 m9 n4 p4

np4 )
DIVISION 150 sec.
Questions: Answers:
1. 525 25 21
2. 28 000 100 280
3. – 924 - 28 33
4. 1210/51 ÷ -1210/51 -1
5. 893 0.001 893 000
6. 0.0726 0.33 0.22
7. 2 1/3 ÷ 3 1/4 28/39
116
8. (6√5)/√2 3√10
9. (-215a5 b3 c2)/(5ab2 c) -43a4 bc
10. (45x3 y2 z2) /(60x2 y5 z2 3x/(4y3 )

)
Instructions: I have some problems, read each problem carefully before you
100
sec.
Problem 1
Marlon bought 12 kilos of rice. If the cost of 1 kilo of rice is

Php48, how much did he pay for 12 kilos?
Answer: Php576
Problem 2
Seventeen greater than a number is 199. Find the number.
Answer: 182
117
Problem 3
The product of two consecutive numbers is 156, while the sum

is 25. What are these numbers?
Answer: 12 and 13
Problem 4
Four times a number is four hundred, eighty-four. What is the

number?
Answer: 121
Problem 5
Twice a number is diminished by two hundred fifty-six is seven

hundred forty-four. What is the number?
Answer: 500
118
VIII. NumAt Forms
119
120
121
122
123
124
125
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
126

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NumAT (Numeracy Assessment Tool)

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PREFACE

The Numeracy Assessment Tool (NumAT) is an initiative of the Division

This assessment tool is designed to determine the numeracy level of

Teachers use different learning methods to make informed decisions

Sulong Edukalidad! Sulong Blue Rizal!!!

II. Objectives of the Tool 4

III. Definition of Terms 5

B. Numerical Comprehension Assessment

VI. NumAT Administration Guidelines 16

VII. Assessment Tool 25

VIII. Forms 119

IX. References 126

Mathematics is everywhere! We all use mathematics to navigate our

To assess the numeracy level of the pupils in terms of speed and

II. OBJECTIVES OF THE TOOL

Particularly, this Numeracy Assessment Tool (NumAT) aims to:

b. Help teachers and curriculum planners design/produce appropriate

c. Develop numeracy skills that gives children an early foundation for

d. Assess basic mathematical knowledge like addition, subtraction,

e. Identify mathematical needs in number, to continue the aspiration

III. DEFINITION OF TERMS

Numeracy Assessment Tool (NumAT) is an Assessment tool in

Assessment is the process of identifying numeracy level of DepEd Rizal

Speed Assessment is a timed task which seeks to comprehensively

Number Concept is a mental representation of known basic numerical

DD Card or Diagnostic Drill Card is a timed-drill tool for four

Number Identification is the ability to equate written symbols with a

Quantity Discrimination requires learners to orally identify the

Fundamental Operation features the four basic mathematical

Number Problem is a number sentence describing a mathematical

Pupils with lack of knowledge and mastery of fundamental operations

Similarly, in a separate studies conducted by the Southeast Asian

Major efforts had been made by the Department of Education to resolve

B. Numerical Comprehension Assessment

In the study conducted by Purpura, Baroody, and Lonigan 2013,

The importance of number identification ability as demonstrated in the

The Number Identification sub-test is a 10-item test arranged from

Dysfluent calculation is a common indication of a pupil who struggles

Quantity Discrimination can serve as early diagnostic measure of

Pattern recognition and extension is an important mathematical skill

The Missing Number subtest is an untimed test of 10 items with a stop

Several research studies were conducted to investigate and analyze the

The fundamental operation sub-test is a four level test arranged from

Number problems are seen as a crucial part of learning in the primary

The Number problems sub-test consists of five (5) word problems

This covers the two stages in the administration of the Numeracy

Grade 1 Pre Test Time Post test Time

A-1 18 min A-1 18 min

S-1 20 min S-1 20 min

Grade 2 Pre Test Time Post test Time

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

Grade 3 Pre Test Time Post test Time

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

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

Grade 5 Pre Test Time Post test Time