MATHEMATICS OLYMPICS EVENTS MANUAL

Event # 1 . Tower of Hanoi

I. Overview

The tower of Hanoi (also called the Tower of Brahma or Lucas’ Tower) is a
mathematical game or puzzle. It consists of three rods and a number of disks of
different sizes, which can slide onto any rod. The puzzle starts with the disks in a neat
stack in ascending order of size on the rod, the smallest at the top, thus making a
conical shape.

The tower of Hanoi is not only an excellent problem to teach and study the
problem of designing optimal algorithm (recursive or iterative). It is also a very nice
problem for robotics research and education. The fundamental difference is that we
are not dealing with a virtual world, but with a real world.

II. Rules of the Game

General Rule

1. All levels will be playing seven (7) disks. The materials to be used in the
competition will be provided by the organizers.
2. Please observe silence at all times once the game started. No participant is
allowed to conduct practice inside the room while starting the competition
to avoid destruction.
3. The facilitator of this game has the right to refuse any participant who will
disobey the rules. Any improper gesture, misconduct behavior or any
unethical attitudes towards other participant, facilitators and the
management will be dealt accordingly.
4. All decisions by the game administrators and results are final and
irrevocable.
5. Five (5) minutes grace period will be given to the late comers in each
level. Any participant who will arrive late will be disqualified.

Game Mechanics

1. The goal of the puzzle is to move all the disks from the leftmost peg to the
rightmost peg, adhering to the following rules:
a. Move only one disk at a time.
b. A larger disk may not be placed on top of a smaller disk
c. All disks, except the one being moved, must be on a peg.

2. This competition is in the FREEHAND MODE (One hand / Two hand and
in any position of the base may be applied)
3. Once the disc dropped, the competitor may continue solving the puzzle but
he/she is not allowed to restart all the disks.
4. Once the competitor placed the disk at the wrong peg (and is legal) he/she
is allowed to continue to play unless conceded.
 5. All participants are allowed to solved the puzzle in at most ten (10)
minutes, otherwise, it is tantamount/commensurate to automatic
disqualification
6. The time will stop once the competitor drops the last disk on the last peg.
7. Mode of Penalty will be given depending on the following conditions:
a. Moving 2 disks at a time
i. 1st Offense – Warning ii. 2nd Offense –
Disqualification
b. The disk is not dropped to the peg before moving the disk on the
other peg
i. 1st Offense – Warning ii. 2nd Offense – Disqualification
c. Placing large disk on the smaller disk
i. Disqualification

8. In case that the student is disqualified in any round, it is commensurate to

the maximum number of time limit of 5 minutes. All consumed time will
be recorded and added the average will be computed.

9. The top 3 students who made the fastest time average will be declared as
1st , 2nd and 3rd placer respectively.

10. All results will be tabulated and encoded by the official tabulator and will
be finalized by the game facilitator.

III. Event Category

A. (Elementary Level)

Grade Level No. of Disks

Grades 3 & 4 7 disks 1 round (one hand, either left or right)

Grades 5 & 6 7 disks 1 round (both hands)

B. (Secondary Level)

Grade Level No. of Disks

Grades 7 & 8 7 disks 2 rounds Round 1 – both hands

Round 2 – right hand

Grades 9 & 10 7 disks 2 rounds Round 1 – both hands

Round 2 – left hand

Grades 11 & 12 7 disks 3 rounds Round 1 – both hands

Round 2 – right hand
Round 3 – left hand
 Official Tower of Hanoi dimensions

Disks Diameter (cm) Diameter of

the hole (cm)
1 7.5 1.5
2 7.0 1.5
3 6.5 1.5
4 6.0 1.5
5 5.5 1.5
6 5.0 1.5
7 4.5 1.5

20 cm

9 cm 9 cm
5 cm
5 cm

28 cm

Event # 2. Rubiks Cube

FIRST ROUND
ONE FACE, ONE COLOR
Each player are given a pattern arranged horizontally
Each pattern has different color
Each player will solve three cubes arrange according to corresponding color
10 fastest players advance to the 2nd round

SECOND ROUND
PATTERN
 Each player is given a pattern arranged horizontally
Each pattern has two or three different color
Each player will solve three cubes arranged according to corresponding
pattern
5 fastest players advance to the 3rd round

FINAL ROUND
BLACKOUT
Each player will solve completely each cube (3 cubes)
5 players will rank accordingly to fastest time completed

MECHANICS
Players should bring 3 cubes
Players are given 10 seconds to inspect before solving the cube
Players are not allowed to use magnetic cubes
Penalties and disqualification applied in the following instances
a. Solved with a 2 Second Penalty
1 turn more than 45o to align
b. Not Solved
2 turns more than 45o to align
c. Solved No Penalty
Less than a 45o turn to align
d. Solved with 2 Second Penalty
1 turn more than 45o to align
e. Solved with a 2 Second Penalty
Top row - 1 turn more than 45o
Bottom row - 1 turn less than 45o

Event # 3. Strategic Intervention Materials (SIM)-Teacher

Category

1. What is a SIM? Strategic Intervention Materials

An instructional materials meant to reteach concepts and skills.
Materials given to learners to help them master a competency – based skill
which they were not able to develop during the skill which they were not able
to develop during the regular classroom teaching (with minimal intervention /
guide of a teacher)
2. Parts of Strategic Intervention Material
2.1 Guide Card 2.2 Activity Card
2.3 Assessment Card 2.4 Enrichment Card
2.5 Reference Card 2.6 Answer Key Card
3. GUIDELINES - Teacher Category
There shall be one teacher- contestant representing each pair of grade
levels from grade 1 to 12.
Grade 1 and 2 – 1 contestant
 Grade 3 and 4 – 1 contestant
Grade 5 and 6 – 1 contestant
Grade 7 and 8 – 1 contestant
Grade 9 and 10 – 1 contestant
Grade 11 and 12 – 1 contestant
4. SIM shall be based on the least learned skills of the students. The Materials
should be at low cost.
5. Judging will be based on the following criteria:
Sub-tasking - 15%
Usability / Functionality - 45%
Congruence - 15%
Replicability - 25%
100%
6. Guide Card
The guide card presents the big picture, it gives an overview of the
lesson; presents the focus skills; engages the learner’s interest; and leads the
learner towards the performance of the task(s).
7. The contestant will display the abstract of the SIM on a 2 feet by 5 feet
tarpaulin.
8. Only 1 entry per division will be allowed based on the following pair of grade
levels.
1 and 2 – one entry
3 and 4 – one entry
5 and 6 – one entry
7 and 8 – one entry
9 and 10- one entry
11 and 12 – one entry

8. The SIM will be submitted to the Regional Math Olympics Committee 5 days
before the contest. The submitted SIMs will be pre-evaluated by the board of Judges.
Late SIMs will not be included in the contest.
9. The decision of the board of judges is final and irrevocable.
Event # 4. Mathematics Investigatory Project(MIP)
Mathematical Research
It is a mathematical investigation which aims to produce new mathematical
results knowledge or interpretations.

MATH INVESTIGATIONS
Is a sustained exploration of an open – ended math situations where students
- Experience methods of planning, organizing, analyzing and
evaluating data.
- Choose what aspects of the problem situation they would like to
pursue and what strategies they would use.
- Apply appropriate mathematics or discover math relationship.
- Is a problem solving strategy that assesses the students’ ability to
perform “real-life” tasks. It is usually long term. It gives students
the opportunity to develop alternative solutions and to actively
participate in and cooperate with others in working on the project.
Students’ creativity, planning and investigative research skills and
the extent of integration of knowledge can be assessed through
projects.
- A problem has to be solved
- A conjecture has to be performed
- Problem posing has to be formulated
a. What if…?
b. What if not…?
Mathematical habits of mind has to be observed:
a. Respect for Mathematical data.
b. Recognition of reasoning and proof as essential and powerful parts
of Mathematics.
c. Develop a disposition to formulate, represent, abstract and
generalize in situations within the outside Mathematics.
Types of Mathematical Investigation:
Nature:
a. Exploratory/Theory Testing
b. Mathematical Modelling(instrumentation)
c. Theory Building(Search for new knowledge)
d. Others if there are more
As a Function
a. As homework
b. As project
c. As enjoyment
d. As an activity in class
Conducting M.I. (Problem Development)
a. Getting started/posing a problem
b. Generating examples
c. Organizing the data
d. Take time to think
e. Making conjectures
f. Reorganizing the data
g. Testing conjectures
h. Justifying the results
i. Summarizing the results
Writing M.I.
a. Title
b. Introduction
c. Mathematical Ideas Related to the Study
d. Materials (Tool Box)
e. Mathematical Processes (Methods)
f. Discussion of Results
g. Conclusion/s and Recommendations
h. Bibliography
Presenting M.I.
a. Presenting the output in class
b. Presenting the output in a Mathematics convention, forum and the like.
Assessing M.I.
Component Weight
Comprehension How the students understand the problem they 20%
posed?
Representation How convincing is/are the Mathematics 25%
representation/s used?
Generalization Is/are the generalization/s logical? 25%
Application How applicable/relevant is the output to real life 15%
situation?
Communication How clear is the write up of the output? 15%
(written)

MIP Mechanics:

1. The event is a team of five open to bona fide students in Grade 7 to 12. The
team members may be selected from any of the grade levels. All five
contestants must not belong to only one grade level.
2. The medium of instruction to be used in the write up is English. The
following are the parts of the manuscript to be submitted:
 a. Abstract must be 250 words only.
b. Introduction
c. Mathematical Ideas Related to the Study
d. Materials
e. Discussion of Results
f. Conclusions and Recommendations
g. Bibliography

3. Each entry should provide three hard copies of their MIP. An A4 size bond
paper should be used with Times Roman font and a font size of 12. Left
margin is 1.5 inch, 1.0 inch right margin and double spacing. The hard copy
should be properly stapled or fastened on a white folder. Softbound is
allowed if deemed necessary. The cover page will include ONLY the Name of
the Event date and Venue (Regional Math Olympics, December 2-4, 2019,
Panabo City) Title of the MIP and the proponents with their respective grade
level.

4. All Entries will be submitted to the Regional Math Olympics Committee three
days before the contest proper for the pre-judging of the Scientific Review
Committee from 8:00 A.M. to 11:00 AM. The board of judges will conduct a
pre-judging stage on the manuscript submitted by the team of contestants.
Late entries will not be included in the contest.

5. Only one entry per division is allowed.

6. The proponents of the MIP will have a 10-minute oral presentation to the
board of Judges on the second/third day of the contest proper. Only one or
two of the proponents can participate in the oral presentation.
7. The panel of judges will use these rubrics in assessing MIP entries.

Component Weight
Comprehension How does/do the students understand the 20%
problem he/ they posed?
Representation How convincing is/are the Mathematical 25%
representation/s used?
Generalization Is/are the generalization/s logical? 25%

Application How applicable/relevant is the output to real 15%

life situation
Communication How clear is the write up of the output? 15%
(wriiten)

8. The cumulative rank of the entries will be used to select the winners. Top 5
winners will be awarded as first, second, third, fourth and fifth placer. They
will receive certificates or medals.
9. Only the participants can clarify their queries to the board of judges. The
decision of the board of judges is final and irrevocable.
Event # 5 . 21st CENTURY SKILLS DEMONSTRATION
TEACHING IN MATHEMATICS
(ICT Integration)

General Mechanics
1. Any bona fide Junior High School or Senior High School Teacher, handling
Mathematics subject or any related subject, is qualified to join the contest.
Only one entry per division is allowed.
2. The competition will simulate a real-life classroom teaching with or without
students. The participants will demonstrate 21st century skills teaching in
Mathematics using a one (1) hour time frame lesson plan.
3. The lesson plan must be submitted to the Regional Math Olympics Committee
on the Day 1 of the event from 8:00 AM to 11:00 AM. . The lesson plan shall
follow the Detailed Lesson Plan (DLP) format as stipulated in DepEd Order
No. 42, series of 2016. Late entry will not be included in the contest.
4. Participants must provide their own materials for the competition.
5. The participants may employ a variety of 21st century instructional materials
including the use of ICT in delivery of the topic.
6. There will be a board of judges to decide on questions, or clarifications and
their decisions will be final.
7. Rubrics will be used to determine the score of the participants. (DepEd Order
7, s. 2015).
8. The rubrics have six domains covering all aspects of a teacher’s job
performance.

A. Lesson Planning and Preparation - 12 points

B. Classroom Management - 16 points
C. Teaching Learning Process - 20 points
D. ICT Integration (Additional Rubrics) - 20 points
E. Language Proficiency - 20 points
F. Assessment and Reinforcing of Learning - 12 points
100 point
9. Five participants will be declared winners of; First, Second, Third, Fourth and
Fifth Place.
Awards
Certificates of Participation shall be granted to all participants. Medals or
certificates will be awarded to the winners. These will be awarded during the Closing
Ceremony.
 Venue
The contest will be held at the designated classroom (preferably in the e-
classroom) for the 21st Century Skills Demonstration Teaching in Mathematics.

ADDITIONAL RUBRICS
Sir Ren for these category we agreed during the meeting that there will be no
students, so I think the rubrics below for ICT integration is not applicable. If we
choose to use the rubrics , I suggest that we change the phrase “The Students” .
D. ICT INTEGRATION

Criteria 4 3 2 1

ACTIVE Students seamlessly

Students are actively organize the tasks Students focuses on
Students choose or Students
engaged in educational and formulate learning tasks, and
modify the occasionally use
activities where products, purposely combine
technology-related specified
technology is a discussions, or technology tools to
tools most technology tools to
transparent tool used investigations using design desired
appropriate for plan or create end
to generate and any appropriate outcomes based on
learning tasks. products.
accomplish objectives technologies their own ideas
and learning. available.

Students select
Students have Students are
Students seamlessly technology tools to
COLLABORATIVE opportunities to allowed the
use technology facilitate and
Students use select and employ opportunities to
tools to globally enhance
technology tools to technology tools to utilize collaborative
collaborate with collaboration in all
collaborate with others facilitate and tools in
peers and experts aspect of their
enhance conventional
learning.
Students have
Students use
CONSTRUCTIVE Students make opportunities to Students begin to
technology to
Students use connections with choose and use constructive
construct, share and
technology to technology tools to manipulate technology tools to
publish new
understand content and construct deeper technology tools to build upon prior
knowledge to an
add meaningful to understanding assist them in knowledge and
appropriate
their learning. across disciplines. molding their construct meaning.
audience
understanding
Students select
Students participate Students have Students are
appropriate
AUTHENTIC in meaningful opportunities to allowed
technology tools to
Students use projects that require select and utilize opportunities to
complete authentic
technology tools to problem-solving the appropriate employ technology
task across
solve real-world strategies and technology tools tools to connect
disciplines while
problems meaningful facilitate global and digital contents – specific
modeling digital
to them, such as digital awareness through resources to solve activities that are
etiquette and
citizenship. the utilization of problem based on based on real-world
responsible social
technology tools. real-world issues. problems.
interactions.
GOAL DIRECTED Students engage in Students use Students have From time to time
 opportunities to
ongoing technology tools to select and modify
Students use
metacognitive set goals, plan the use of students have the
technology tools to
activities with activities, monitor technology tools to opportunity ti use
research data, set
reflection or progress and facilitate goal- technology to either
goals, plan activities,
connected purpose, evaluate results setting, planning, plan, monitor or
monitor progress and
supported by throughout the monitoring, and/or evaluate an activity.
evaluate results.
technology tools curriculum. evaluating specific
activities.
Component Transforming Developing Emerging Beginning
A. Lesson Planning
4 3 2 1
and Preparation
1. Selecting Teacher’s
Instructional objectives reflect Teacher’s
Teacher’s Teacher’s
Objectives high level objective
objectives objectives are of
learning related to represents trivial
represent valuable moderate value or
curriculum learning, are
learning and are suitability for
frameworks and unsuitable for
suitable for most students in the
standards; they students, or are
students in the class, consisting
are adapted, stated only as
class; they reflect of a combination
where necessary, instructional
opportunities for of objectives and
to the needs of activities, and
integration and activities, some of
individual they do not permit
permit practical / which practical /
students, and practical /
workable methods workable methods
permit practical / workable methods
of assessment. of assessment.
workable methods of assessment
of assessment.
2. Mapping All of the
Some of the
Coherent Instruction elements of the
Most of the elements of the The various
instructional
elements of the instructional elements of the
design support the
instructional design support the instructional
stated
design support the stated design do not
instructional
stated instructional support the stated
objectives, engage
instructional objectives and instructional
students in
objectives and engage students in objectives or
meaningful
engage students in meaningful engage students in
learning, and
meaningful learning while meaningful
show evidence of
learning and the others do not. learning and the
students input.
lesson or unit has Teacher’s lesson lesson or unit has
Teacher’s lesson
a clearly defined or unit has a no defined
or unit is highly
structure. recognizable structure
coherent and has a
structure
clear structure

3. Instructional All Materials and All Materials and Some of the Materials and
Materials, Resources resources support resources support Materials and resources do not
and Technology the instructional the instructional resources support support the
objectives and key objectives and the instructional instructional
concepts, and key concepts, and objectives and objectives and
most engage most engage key concepts, and key concepts or
 students in
meaningful students in
learning. There is meaningful
some engage
evidence of learning. engage students in
students in
student Technology used meaningful
meaningful
participation in to enhance and learning.
learning.
selecting or support
adapting instruction.
materials.
B. Classroom Transforming Developing Emerging Beginning
Management 4 3 2 1
1. Managing Classroom
Classroom
Classroom routines and Classroom
routines and Classroom
Procedure procedures are routines and
procedures have routines and
seamless in their procedures have
been established, procedures are
operation and been established
but function partly inefficient
students assume and function
unevenly or resulting in the
considerable smoothly for the
inconsistently loss of much
responsibility for most part of
with some of instruction time.
their smooth instruction time.
instruction time.
functioning.
2. Organizing Teacher make
Physical Space Teacher’s poor use of the
Teacher’s
classroom is safe physical
classroom is safe
Teacher’s and learning to environment
and essential
classroom is safe accessible to all resulting in unsafe
learning to
and students students; the or inaccessible
accessible to all
contribute to teacher uses conditions for
students but the
ensuring that the physical resources some students.
future
physical supports well that the There is poor
arrangement only
the learning of all physical alignment
partially supports
students. arrangement between the
the learning
supports the physical
activities.
learning activities. arrangement
lesson activities.
C. Teaching – Transforming Developing Emerging Beginning
Learning Process 4 3 2 1
1. Knowledge of Teacher’s Teacher Teacher’s content Teacher display
Content and knowledge of demonstrates and pedagogical little
Pedagogy content and solid knowledge understanding of
pedagogy is understanding of represents basic the subject or
extensive, the content and its understanding but structure of the
showing evidence prerequisites does not extend to discipline or of
of continuing relationships and connections with content-related
search for connections with other disciplines pedagogy.
improved other disciplines. or to possible
practice, Teacher Teacher’s student
actively builds on instructional misconceptions.
knowledge of practices reflect
prerequisites and current
 misconceptions
when describing
instruction or pedagogical
seeking causes for knowledge.
student
misunderstanding.
2. Questioning and Teacher’s use of Teacher makes
Discussion Skills Teacher Teacher’s use of questioning and poor use of
formulates many questioning and discussion questioning and
of the level discussion techniques is discussion
questions and techniques uneven, with techniques, with
assumes reflects high-level some high-level low-level
responsibility for questions, true questions, questions limited
the participation discussion and attempts at true student
of all students in full participation discussion and participation and
the discussion. by all students. moderate student little true
participation. discussion.
3. Students’ Students are
Learning intellectually
engaged in The learning tasks
challenging and activities are
content, through aligned with the
well-designed instructional
The learning task
learning task and outcomes and are The learning tasks
and activities,
suitable designed to or prompts are
materials,
scaffolding by the challenge student partially aligned
resources,
teacher and fully thinking resulting with the
instructional
aligned with the in active instructional
groups and / or
instructional intellectual outcomes but
technology are
outcomes. There engagement by require only
poorly aligned
is evidence of most students minimal thinking
with the
some student with important by students,
instructional
initiation of and challenging allowing most
outcomes or
inquiry and content and with students to be
require only role
student teacher passive or merely
responses. The
contributions to scaffolding to compliant. The
pace of the lesson
the exploration of support that pacing of the
is to slow or
important content. engagement. The lesson may not
rushed. Few
The pacing of the pacing of the provide students
students are
lesson provides lesson is the time needed to
intellectually
students the time appropriate, be intellectually
engaged or
needed to providing most engaged.
interested.
intellectually students the time
engage with and needed to be
reflect upon their intellectually
learning and to engaged.
consolidate their
understanding.
4. Students’ All students are Most of the Some activities Activities are
Response to cognitively activities are are appropriate to inappropriate for
Activities engaged in the
activities and their
appropriate to the students in terms
exploration of students and
students. Almost of their age or
content. Students engage the,
all of the students backgrounds.
initiate or adapt cognitively nut
are cognitively Students are not
activities and others do not.
engaged in them. engaged mentally.
project to enhance
understanding.
5. Learning Most of the Only some of the
Learning
Activities learning activities learning activities
activities are
are suitable to are suitable to Learning
highly relevant to
students and students or activities are not
students and
instructional instructional suitable to
instructional
objectives and objectives and students or
objectives and key
key concepts. key concepts. instructional
concepts. They
Progression of Progression of the objectives and
progress
activities in the activities in the key concept. They
coherently,
unit is fairly even, unit is uneven and do not reflect
producing a
and most only some recent
unified whole and
activities reflect activities reflect professional
reflecting recent
recent recent research.
professional
professional professional
research.
research. research.
D. Language Transforming Developing Emerging Beginning
Proficiency 4 3 2 1
1. Use of Language Teacher’s spoken
language is
Teacher’s spoken inaudible or
language is written language
Teacher’s spoken
Teacher’s spoken audible and is illegible.
and written
and written written language Spoken or written
language is
language is clear is legible. Both language may
correct and
and correct. are used correctly. contain many
expressive with
Vocabulary is Vocabulary is grammar syntax
well-chosen
appropriate to correct but limited errors, vocabulary
vocabulary that
students’ age and or is not may be
enriches the
interests. appropriate to inappropriate,
lesson.
students’ age or vague or used
backgrounds. incorrectly
leaving students
confused.
2. Conveyance of Conveys Presents orally
Conveys
information and Conveys information and using correct
information and
ideas information and ideas with intonation and
ideas with limited
ideas with clarity considerable body language to
clarity.
clarity. clarify a message.
E. Assessment of Transforming Developing Emerging Beginning
Learning Outcomes 4 3 2 1
1. Congruence with The assessment is All the Some of the Content and
Instructional completely instructional instructional methods of
Objectives objectives and
congruent with key concepts are objectives and
assessment lack
the instructional assessed through key concepts are
congruence with
objectives and key the proposed plan, assessed through
instructional
concepts, both in but the approach the proposed
objectives and
content and is more suitable to approach, but
key concepts.
process some goals than many are not.
to others.
2. Assessing Student Teacher’s plan for Teacher’s plan for Teacher’s
Learning Teacher’s plan for student student approach to
student assessment is assessment is assessing student
assessment is aligned with the partially aligned learning contains
fully aligned with instructional with instructional no clear criteria or
the instructional outcomes, using outcomes, without standards and
outcomes, with clear criteria, is clear criteria and lacks congruence
clear criteria and appropriate to the inappropriate for with the
standards that needs of students. at least some instructional
show evidence of Teacher intends to students. Teacher objectives. The
student use assessment intends to use results of
contribution to results to plan for assessment results assessment have
their future instruction to plan for future minimal impact
development. for group of instruction for the on the design of
students. class as a whole. future instruction.
F. Reinforcement Transforming Developing Emerging Beginning
of Learning 4 3 2 1
1. Providing The teacher
The teacher
Opportunities to integrated and
integrated and The teacher
Strengthen KPUP carried out the
carried out the integrated The teacher failed
plan for
plan for agreement in the to integrate and
reinforcing
reinforcing plan without carry out the
learning through
learning through traces of provision for
well-defined task
well-defined reinforcing reinforcing
as an agreement
agreement and learning and learning of the
and but unable to
established connecting it to lesson taught.
establish
connection to next the next lesson.
connection to the
lesson.
next lesson.
The number of points attained for each of the fifteen (15) listed components
shall be added and then divided by sixty (60). The quotient shall then be multiplied by
0.15 or 15%. The product shall then be multiplied by 100.
Example:
Sum of points attained for the 15 components = 45
[(45/60) x 0.15] x 100 = 11.25
Score for Demonstration Teaching = 11.25 / 15
Application for K to 3 who will perform Demonstration Teaching using the
mother tongue of the locality where the school being applied for is located shall be
given an additional + 5 points on top of the score they have obtained.
 For applicants who may be assigned in a school located in an IP community
and/or serving IP learners, the Selection Committee shall give sue recognition to an
applicant’s knowledge and skill in integrating indigenous knowledge, culture and
skills into the teaching-learning process (as demonstrated in the above aspects).
The Score Sheet for the ICT Integration Event

Event # 6. SudoKu
SUDOKU is derived from the Japanese words “SUUJIWA DOKUSHI I
KAGIRU” which means “the digits must be single” or “the digits are
limited to one occurrence.”

Mechanics:
1. The contest is open for grades 3 to 12. Each participating division
will have only one student-contestant in each grade level. The
participant should be a bonafide student enrolled in the current
school year.
2. There will be three elimination rounds:
Round 1 – EASY ROUND (15 minutes) Each contestant will solve one
SuDoKu Easy Level. Only the top 7 contestants can proceed to Round 2.
No tie breaker in case of tie.
Round 2 – AVERAGE ROUND (30 minutes) The top 7 will solve one
SuDoKu Average Level. Only the top 5 contestants can proceed to Round
3. No tie breaker in case of tie.
Round 3 – DIFFICULT ROUND (40 minutes) The top 5 contestants will
solve only one SuDoKu Difficult Level. Each contestant will be ranked
according to the time consumed in the puzzle. Only the Top 3 shall be
declared as winners.
3. The SuDoKu grid will be provided during the contest proper by the
Regional Math Olympics Committee.
4. The time starts immediately after the contest administrator
announces the GO signal.
5. The contestants shall immediately submit their solved SuDoKu and
the contest administrator will record the time consumed for each
contestant. Once recorded, submitted answered Sudoku will be
considered final and the contestant is not allowed to make any
further changes.
6. The time keeper says “STOP” as the time allotted to solve the
puzzle in each round expires. Contestants who failed to solve the
puzzle within the given time must submit their output to the
contest administrator right after the STOP signal has been
announced.
7. Puzzles with wrong solution but submitted ahead of the time limit
and puzzles that remain unsolved after the time limit expired will
all be subject for point system. Point system shall be done by
checking number entry in each blank cell of the puzzle and
counting the number of correct answers. Each correct entry in the
box corresponds one point. Point system shall only be applied to
fill in vacant slots of qualifiers for the next round. Contestants
with higher points will complete the list of qualifiers.
8. The SuDoKu puzzle is said to be solved after filling all the sub grids,
each with the numbers 1 to 9 in proper arrangements. Each row
and column contains the numbers 1 to 9.
9. Numbers written whether in pencil or ball pen and in whatever
sizes shall be deemed final and constitutes an answer of the
puzzle grids. Each box must have only one number entry. Erasures
are allowed as long as the final answer is clear and will not
confuse the checker.
10.Winners will be determined through the consumed time in solving
the SuDoKu puzzle or by point system. Any contestant who have
consumed the least time in solving the puzzle in the final round
will be declared winner. In case when no top 3 finishers have been
declared before the time limit in the final round, point system will
determine the winners. In case of tie in the final round, tie breaker
will be done through the following:
 a. least sum of ranks in three rounds between contestants
involved in the tie
b. cumulative time recorded after three rounds (non time-
beater contestant in a round will use the time limit as
his/her recorded time plus 5 seconds for every incorrect
data entry); or apply tie breaking rules in Rubik’s cube
contest. (we may exclude this Sir)
11.The decision of the contest administrator is official and final.

Event # 7. Damath
*Basically the rules in playing the Filipino checkboard game dama
will be used with some modifications in integrating Mathematics as
follows:

1. One contestant in every division is allowed in the following grade

level:
Grade 3 or 4 - Whole Numbers
Grade 5 or 6 - Fractions
Grade 7- Integers
Grade 8- Rational Numbers
Grade 9- Radicals
Grade 10- Polynomials

2. Set the starting positions of the chips.

3. After the starting positions of the chips have been set, the first player is
determined by tossing a coin.
4. A chip is allowed to move diagonally forward only to an adjoining
vacant square.
5. A chip has to take the opponent’s chip diagonally forward or
backward, thus ‘pass’ is not allowed. Mathematical operations (+, -, x, ÷)
will be used depending on the vacant square’s operation symbol where
the ‘taker’ chip lands by jumping over the ‘taken’ chip (the latter chip has
to be removed from the board after performing the indicated
mathematical operation and recording same in the score sheet).
6. After making a move, a player shall record his/her move in the score
sheet.
7. Only one score sheet will be used by the players in a game.
8. Each player is allowed one minute to move, record the move and
write the score in the score sheet.
9. A warning is given to a player by the arbiter if no move is made in one
minute, and consequently, is forced to move a chip.
10. Continuous violation of rule # 7 will mean disqualification (after 3
warnings) of the player even if he/she is leading in the score sheet.
11. In taking more than one chip, the ‘taker’ chip is always the addend,
minuend, multiplicand, or dividend as the case may be.
12. In taking a chip or more than one chip, the dama rules on ‘dama’,
‘mayor dalawa or tatlo’, ‘mayor tatlo over dalawa’, mayor dama and
mayor dalawa or tatlo over dama prevail.
13. A chip is declared ‘dama’ upon reaching terminally on the
following designated squares.
For red chips: (0,7) (2,7) (4,7) (6,7)
For blue chips: (1,0) (3,0) (5,0) (7,0)
14. “Dama” chip should be encircled in the score sheet to identify the
“dama:.
15. A ‘dama’ chip is allowed to take a chip or more than one chip, or
move to any unoccupied square along its diagonal path. Moreover, a
dama’s score is doubled in taking a chip or chips and quadrupled if it
takes the opponent’s dama chip. Similarly, an ordinary chip’s score is
doubled if it takes a dama chip.
16. A ‘move’ {e.g. 2 (6,3) is good only at the most for one (1)
minute including its corresponding entries in the score sheet; while the
game’s duration is twenty (20) minutes.
17. The game ends when any of the following situation occur:
 If no show of one player is declared after ten minutes
 Repetitive moves of any or both players
 A player resigns
 A player’s chip is cornered
 A player has no more chip to move
 The 20-minute game duration ended
18. The remaining chips have to be added to the respective player’s total
scores.
19. The player with the greater total in Damaths is declared winner for
which he/she is entitled to one (1) point in the tally sheets of contestants.
20. Only one score sheet is allowed to be accomplished alternately by the
two players whereby incorrect entries in the score sheet, a player has to
immediately call the attention of the competition facilitator by raising
one’s hand, that is, after stopping the time. As determined by the said
facilitator, the appropriate corrections will be done by the erring player in
as much as the facilitator’s decision is final and unappealable.

CHIPS and Position in the Damath Board:

Damath Board for Grade 10 Only

Damath board for Grades 3 to 7, Grade 8 and Grade 9

Damath Disqualifications: 1 technical
1. 3 warnings = 1 technical
Grounds for warning:
-wrong arrangement of chips
- wrong entry in the score sheet
- move exceed in one minute
Note: Move first before wring entry in the score sheet:

Score Sheet:
Move/Operation Score Running Score
Event # 8. Quiz Bee
MATH QUIZ BEE (INDIVIDUAL)

1. The Quiz Bee is for all bona fide Grade 3 to 12 students. Each division will have two
contestants in every grade level.

2. The 30-item test will be given in written form with no choices for one (1) hour and
fifteen (15) minutes. Answers must be written in the space before the item number. The
coverage of the test will be based on the grade level competencies provided in the 2016 K
to 12 Curriculum Guide. The language to be used in the test is English.

3. Answers must be given with complete units and to the required accuracy. However, if
the unit is already given in the way the question is asked, it need not to be given in the
answer.

4. Proctors will collect the test questions as soon as the time ended.

5. The proctors will announce the top 5 winners in the testing venue after 2 hours.

6. The contestant will be ranked according to their total score in the written test to
determine the winners.

7. In case of tie, in the 1st, second, third, fourth or fifth rank: a do-or-die question/s at a
time shall be given to break the tie.

Do-or- Die Question/s

1. In case of a tie, a prepared do-or-die question will be read by the quiz bee
facilitator which will be answered by the contestant in a sheet of paper. Whoever submits
the correct answer first, wins. The same process will be done in case no one gives the
correct answer.

8. For complaints and clarifications; only the official contestants may raise a complaint or
clarification to the test administrators/judges.

Additional Events
1. The Magical Night
One entry per division. Select the best student in your division at any high school
grade level.
2. He/she must choose a Mathematician that he can imitate and characterize.
Phase 1. Fashion Show
The contestant will ramp in the stage portraying the Mathematician he
imitated. He will be given a two-minute presentation of himself/herself stating the
important contributions of this Mathematician.
 Phase 2. Question and Answer Portion
The contestant will be asked about Mathematics in the real world. The
contestant will be given time to expressed his/her answer. The language to be used is
English.
3. The first will be declared and will be awarded as “Math Wizard of the Mathematics
Olympics ____” A trophy and medal will be given.
4. The second placer and third placer will be given a medal.
5. Other contestants will be given certificates of Recognition.
Criteria for Judging:
Costume (20 %) Ability to Project Intelligence (30 %) Audience Impact
(20%) (30%)

2. Mental Mathematics
1. This competition will follow the conduct of a mental quiz show shown in
television.
2. One entry in every division is allowed. The division will select its best candidate in
the JHS or SHS.
3. Each contestant will be given 10 questions related to Mathematics which will be
flashed in a PowerPoint presentation. The contestant will answer each question as
quickly as he can, no writing or solving on a piece of paper will be allowed. The
contestant will only mentally compute and give the answer orally in front of the board
of Judges.
4. The answer of the contestant should be stated in a clear and audible manner, the
first answer mentioned is considered the final answer, and the participant cannot
change his/her answer.
4. The answers of the contestant will be recorded by the board of Judges; the correct
answers of the contestant will be recorded as his/her score.
5. The contestant who gathered the highest score wins in the Competition and to be
awarded with a trophy as “Mental Math Champion of Math Olympics ____.”
6. The second and Third placers will be given a medal and certificate of recognition.
7. Other contestants will be given certificate of Recognition.

Prepared by:

RENATO PACPAKIN, Ed.D.

Education Program Supervisor, Mathematics
Region XI