Table of Specifications Math

Republic of the Philippines
Department of
Education
REGIONAL FOURTH QUARTER ASSESSMENT IN MATHEMATICS 1
TABLE OF SPECIFICATIONS
Bloom’s Taxonomy (Cognitive Level)

AVERAGE DIFFICULT
EASY (30%)
(60%) (10%)
No. of
Understanding
Remembering
No. Most Essential Learning Competencies
Evaluating
Analyzing
Items
Creating
Applying
1 Tell the days in a week; months in a year in the right order. 3 1 1 1
2 Determine the day or the month using a calendar. 3 1 1 1
3 Tell and write time by hour, half-hour and quarter-hour using analog clock. 3 1 1 1
Solve problems involving time (days in a week, months in a year, hour, half- 3 1 1 1
4
hour, and quarter hour)
Compare objects using comparative words: short, shorter, shortest; long, longer, 4 1 1 1 1
5 longest; heavy, heavier, heaviest; light, lighter, lightest.
Estimate and measure length, mass and capacity using non- standard units of 2 1 1
6
measures.
Infer and interpret data presented in a pictograph without scales. e.g. finding 4 1 1 1 1
7 out from the title what the pictograph is all about, comparing which has the
least or greatest …
Solve routine and non-routine problems using data presented in pictograph 3 1 1 1
8
without scales
TOTAL 25 4 4 7 8 1 1
Department of
Education

AVERAGE DIFFICULT
EASY (30%)
(60%) (10%)
No. of
Understanding
Remembering
Evaluating
Analyzing
Items
Creating
Applying
Tell and write time in minutes including a.m. and p.m. using analog and digital 2 1 1
1
clocks.
Visualize, represent, and solve problems involving time (minutes including a.m. 1 1
2
and p.m. and elapsed time in days).
Compare the following unit of measures: a. length in meters or centimeters b. 1 1
3
mass in grams or kilograms c. capacity in mL or L
Measure objects using appropriate measuring tools and unit of length in m or 2 1 1
4 cm.
5 Estimate and measure length using meter or centimeter. 2 1 1
6 Solve routine and non-routine problems involving length. 1 1
Measure objects using appropriate measuring tools and measuring units in g or 2 1 1
7
kg.
8 Estimate and measure mass using gram or kilogram. 3 1 1 1
9 Solve routine and non-routine problems involving mass. 2 1 1
10 Measure objects using appropriate measuring tools in mL or L. 1 1
Department of
Education
Find the area of a given figure using square-tile units i.e. number of square tiles 2 1 1
11
needed.
12 Estimate the area of a given figure using any shape. 3 1 1 1
13 Solve routine and non-routine problems involving any figure using square tiles. 2 1 1
14 Infer and interpret data presented in a pictograph without and with scales. 1 1
Solve routine and non-routine problems using data presented in a pictograph 1 1
15
without and with scales.
TOTAL 25 4 4 7 8 1 1
Department of
Education

AVERAGE DIFFICULT
EASY (30%)
(60%) (10%)
No. of
Understanding
Remembering
Evaluating
Analyzing
Items
Creating
Applying
Visualize, represent, and convert time measure: a. from seconds to minutes, 3 1 1 1
minutes to hours, and hours to a day and vice versa b. days to week, month
1
and year and vice versa c. weeks to months and year and vice versa d. months
to year and vice versa.
2 Solve problems involving conversion of time measure. 2 1 1
Visualize, and represent, and convert common units of measure from larger to 3 1 1 1
3 smaller unit and vice versa: meter and centimeter, kilogram and gram, liter and
milliliter.
Visualize, and represent, and solve routine and non -routine problems involving 3 1 1 1
4 conversions of common units of measure.
5 Solve routine and non -routine problems involving capacity measure. 3 1 1 1
6 Visualize, and represent, and measure area using appropriate unit. 3 1 1 1
Solve routine and non -routine problems involving areas of squares and 2 1 1
7 rectangles.
8 Collect data on one variable using existing records. 3 1 1 1
Department of
Education
Sort, classify, and organize data in tabular form and presents this into a vertical 2 1 1
9
or horizontal bar graph.
Infer and interpret data presented in different kinds of bar graphs (vertical/ 1 1
10 horizontal).
Solve routine and non -routine problems using data presented in a single -bar 2 1 1
11
graph.
Tell whether an event is sure, likely, equally likely, unlikely, and impossible to 2 1 1
12
happen.
Describe events in real -life situations using the phrases “sure to happen, 2 1 1
13 “ likely to happen”, “equally likely to happen”, “unlikely to happen”, and
“impossible to happen”.
TOTAL 30 4 5 9 9 2 1
Department of
Education

AVERAGE DIFFICULT
EASY (30%)
(60%) (10%)
No. of
Understanding
Remembering
Evaluating
Analyzing
Items
Creating
Applying
Find the area of irregular figures made up of squares and rectangles using sq. 3 1 1 1
1
cm and sq. m.
2 Find the area of triangles, parallelograms and trapezoids using sq. cm and sq. m 3 1 1 1
Solve routine and non -routine problems involving squares, rectangles, 4 1 1 1 1
3
triangles, parallelograms, and trapezoids.
Visualize the volume of solid figures in different situations using non -standard 4 1 1 1 1
4
(e.g. marbles, etc.) and standard units.
5 Find the volume of a rectangular prism using cu. cm and cu. m. 3 1 1 1
Solve routine and non -routine problems involving the volume of a rectangular 2 1 1
6 prism.
7 Collect data on two variables using any source. 4 1 1 1 1
Organize data in tabular form and presents them in a single/double horizontal 2 1 1
8
or vertical bar graph.
Interpret data presented in different kinds of bar graphs (vertical/horizontal, 3 1 1 1
9
single/double bars).
Department of
Education
Solve routine and non -routine problems using data presented in a single or 4 1 1 1 1
10
double - bar graph.
11 Draw inferences based on data presented in a double -bar graph. 3 1 1 1
Record favorable outcomes in a simple experiment (e.g. tossing a coin, spinning 3 1 1 1
12 a wheel, etc.)
Express the outcome in a simple experiment in words, symbols, tables, or 1 1
13
graphs.
14 Explain the outcomes in an experiment 2 1 1
15 Solve routine and non -routine problems involving a simple experiment. 1 1
TOTAL 40 6 6 12 12 2 2
Department of
Education

AVERAGE DIFFICULT
EASY (30%)
(60%) (10%)
No. of
Understanding
Remembering
Evaluating
Analyzing
Items
Creating
Applying
1 Find the area of a given circle. 2 1 1
2 Solve routine and non -routine problems involving the area of a circle. 2 1 1
3 Visualize the volume of a cube and rectangular prism. 2 1 1
Name the appropriate unit of measure used for measuring the volume of a cube 1 1
4
and a rectangle prism.
5 Convert cu. cm to cu. m and vice versa; cu.cm to L and vice versa. 3 1 1 1
6 Find the volume of a given cube and rectangular prism using cu. cm and cu. m. 2 1 1
7 Estimate and use appropriate units of measure for volume. 4 1 1 1 1
Solve routine and non -routine problems involving volume of a cube and 3 1 1 1
8 rectangular prism in real -life situations using appropriate strategies and tools.
Read and measure temperature using thermometer (alcohol and/or digital) in 3 1 1 1
9
degree Celsius.
Solve routine and non -routine problems involving temperature in real -life 5 1 1 1 1 1
10
situations.
11 Organize data in tabular form and presents them in a line graph. 3 1 1 1
Department of
Education
Interpret data presented in different kinds of line graphs (single to double -line 3 1 1 1
12
graph).
13 Solve routine and non -routine problems using data presented in a line graph. 4 1 1 1 1
14 Draw inferences based on data presented in a line graph. 3 1 1 1
15 Describe experimental probability. 3 1 1 1
16 Perform an experimental probability and records result by listing. 2 1 1
Analyze data obtained from chance using experiments involving letter cards (A 4 1 1 1 1
17
to Z) and number cards (0 to 20).
18 Solve routine and non -routine problems involving experimental probability. 1 1
TOTAL 50 8 7 15 15 3 2
Department of
Education

AVERAGE DIFFICULT
EASY (30%)
(60%) (10%)
No. of
Understanding
Remembering
Evaluating
Analyzing
Items
Creating
Applying
Determine the relationship of the volume between a rectangular prism and a 5 1 1 2 1
1
pyramid; a cylinder and a cone; and a cylinder and sphere.
2 Find the volume of cylinders, pyramids, cones, and spheres. 4 1 1 2
3 Solve routine and non-routine problems involving volumes of solids. 5 1 1 1 1 1
4 Read and interpret electric and water meter readings. 1 1
Solve routine and non-routine problems involving electric and water 4 1 2 1 1
5
consumption.
6 Construct a pie graph based on a given set of data and interpret it. 5 1 1 1 2
7 Solve routine and non-routine problems using data presented in a pie graph. 3 1 2
Describe the meaning of probability such as 50% chance of rain and one in a 4 1 1 1 1
8
million chance of winning.
9 Perform experiments and records outcomes. 4 1 2 1
Make listings and diagrams of outcomes and tells the number of favorable 5 1 1 2 1
10
outcomes and chances using these listings and diagrams.
11 Make simple predictions of events based on the results of experiments. 4 1 1 2
Department of
Education
Solve routine and non -routine problems involving experimental and theoretical 5 1 1 2 1
12
probability.
TOTAL 50 7 8 15 15 2 3
Department of
Education

AVERAGE DIFFICULT
EASY (30%)
(60%) (10%)
No. of
Understanding
Remembering
Evaluating
Analyzing
Items
Creating
Applying
1 Pose real-life problems that can be solved by Statistics. 7 1 1 2 2 1
2 Formulate simple statistical instruments. 4 1 2 1
3 Gather statistical data. 4 1 1 2
4 Organize data in a frequency distribution table. 5 1 2 2
Use appropriate graphs to represent organized data: pie chart, bar graph, line 4 1 1 1 1
5
graph, histogram, and ogive.
Illustrate the measures of central tendency (mean, median, and mode) of 5 1 1 2 1
6
statistical data.
7 Calculate the measures of central tendency of ungrouped and grouped data. 4 1 1 2
Illustrate the measures of variability (range, average deviation, variance, 4 1 1 1 1
8
standard deviation) of statistical data
9 Calculate the measures of variability of grouped and ungrouped data. 5 1 1 2 1
Use appropriate statistical measures in analyzing and interpreting statistical 3 1 1 1
10
data.
Draw conclusions from graphic and tabular data and measures of central 5 1 1 1 1 1
11 tendency and variability.
Department of
Education
TOTAL 50 8 7 15 15 3 2
Department of
Education

AVERAGE DIFFICULT
EASY (30%)
(60%) (10%)
No. of
Understanding
Remembering
Evaluating
Analyzing
Items
Creating
Applying
Illustrate theorems on triangle inequalities (Exterior Angle Inequality Theorem, 4 1 1 1 1
1
Triangle Inequality Theorem, Hinge Theorem).
2 Apply theorems on triangle inequalities. 5 1 2 2
3 Prove inequalities in a triangle. 4 1 1 2
4 Prove properties of parallel lines cut by a transversal. 6 1 1 2 2
Determine the conditions under which lines and segments are parallel or 4 1 1 1 1
5 perpendicular.
6 Illustrate an experiment, outcome, sample space and event. 5 1 2 1 1
Count the number of occurrences of an outcome in an experiment: (a) table; (b) 7 1 1 2 2 1
7
tree diagram; (c) systematic listing; and (d) fundamental counting principle.
8 Find the probability of a simple event. 5 1 1 2 1
9 Illustrate an experimental probability and a theoretical probability. 5 1 2 2
10 Solve problems involving probabilities of simple events. 6 1 1 2 1 1
TOTAL 50 8 7 15 15 3 2
Department of
Education

AVERAGE DIFFICULT
EASY (30%)
(60%) (10%)
No. of
Understanding
Remembering
Evaluating
Analyzing
Items
Creating
Applying
Illustrate the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, 10 2 1 3 3 1
1
and cotangent.
2 Find the trigonometric ratios of special angles. 10 2 1 3 3 1
3 Illustrate angles of elevation and angles of depression. 8 1 1 3 3
4 Use trigonometric ratios to solve real-life problems involving right triangles. 7 1 1 2 2 1
5 Illustrate laws of sines and cosines. 8 1 2 2 2 1
6 Solve problems involving oblique triangles. 7 1 1 2 2 1
TOTAL 50 8 7 15 15 3 2
Department of
Education

AVERAGE DIFFICULT
EASY (30%)
(60%) (10%)
No. of
Understanding
Remembering
Evaluating
Analyzing
Items
Creating
Applying
1 Illustrate the following measures of position: quartiles, deciles, and percentiles. 8 2 1 2 2 1
2 Calculate a specified measure of position (e.g. 90th percentile) of a set of data. 9 2 1 2 3 1
3 Interpret measures of position. 9 1 2 3 3
4 Solve problems involving measures of position. 9 1 1 3 3 1
5 Formulate statistical mini research 8 1 1 3 2 1
Use appropriate measures of position and other statistical methods in analyzing 7 1 1 2 2 1
6
and interpreting research data.
TOTAL 50 8 7 15 15 3 2
Department of
Education
REGIONAL FOURTH QUARTER ASSESSMENT IN STATISTICS AND PROBABILITY

AVERAGE DIFFICULT
EASY (30%)
(60%) (10%)
No. of
Understanding
Remembering
Evaluating
Analyzing
Items
Creating
Applying
Illustrate (a) null hypothesis; (b) alternative hypothesis; (c) level of significance; 2 1 1
1
(d) rejection region; and (e) types of errors in hypothesis testing.
2 Identify the parameter to be tested given a real-life problem. 2 1 1
Formulate the appropriate null and alternative hypotheses on a population 3 1 1 1
3
mean
Identify the appropriate form of the test statistic when: (a) the population 3 1 1 1
4 variance is assumed to be known; (b) the population variance is assumed to be
unknown; and (c) the Central Limit Theorem is to be used.
Identify the appropriate rejection region for a given level of significance when: (a) 2 1 1
5 the population variance is assumed to be known; (b) the population variance is
assumed to be unknown; and (c) the Central Limit Theorem is to be used.
6 Compute the test-statistic value (population mean). 2 1 1
Draw a conclusion about the population mean based on the test-statistic value 3 1 1 1
7 and the rejection region.
8 Solve problems involving the test of hypothesis on the population mean. 2 1 1
Department of
Education
Formulate the appropriate null and alternative hypotheses on a population 3 1 1 1
9
proportion.
Identify the appropriate form of the test statistic when the Central Limit 3 1 1 1
10
Theorem is to be used.
Identify the appropriate rejection region for a given level of significance when the 2 1 1
11
Central Limit Theorem is to be used.
12 Compute for the test-statistic value (population proportion). 2 1 1
Draw a conclusion about the population proportion based on the test-statistic 2 1 1
13
value and the rejection region.
14 Solve problems involving the test of hypothesis on the population proportion. 2 1 1
15 Illustrate the nature of bivariate data. 1 1 1
16 Construct a scatter plot. 1 1
Describe shape (form), trend (direction), and variation (strength) based on a 2 1 1
17
scatter plot.
18 Calculate Pearson’s sample correlation coefficient. 2 1 1
19 Solve problems involving correlation analysis. 3 1 1 1
20 Identify the independent and dependent variables 1 1
21 Calculate the slope and y-intercept of the regression line. 1 1
22 Interpret the calculated slope and y-intercept of the regression line. 2 1 1
Predict the value of the dependent variable given the value of the independent 2 1 1
23
variable.
24 Solve problems involving regression analysis. 2 1 1 1
TOTAL 50 7 8 15 15 3 2
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Digitally signed by Nestor Nuesca
Nestor Date: 2023.05.30 20:45:32 +08'00'
NESTOR PASCUA NUESCA

REGIONAL EPS, MATH

Table of Specifications Math

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Republic of the Philippines

Bloom’s Taxonomy (Cognitive Level)

Bloom’s Taxonomy (Cognitive Level)

Bloom’s Taxonomy (Cognitive Level)

Bloom’s Taxonomy (Cognitive Level)

Bloom’s Taxonomy (Cognitive Level)

Bloom’s Taxonomy (Cognitive Level)

Bloom’s Taxonomy (Cognitive Level)

Bloom’s Taxonomy (Cognitive Level)

Bloom’s Taxonomy (Cognitive Level)

Bloom’s Taxonomy (Cognitive Level)

Bloom’s Taxonomy (Cognitive Level)

Nestor Date: 2023.05.30 20:45:32 +08'00'

NESTOR PASCUA NUESCA

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