Rapid Mathematics Assessment

Rapid Mathematics Assessment
and Mathematics Learning

Competencies for
Grades 1 to 3
Garry L. Pangan, PhD

EPSvr, Mathematics
Presentation Outline
Session Objectives
Brain Exercises
Rapid Mathematics Assessment
Mathematics Learning Competencies

for Grades 1 to 3
Wrap Up
Session Objectives
At the end of the session, participants will be able to:
➢ demonstrate a deep understanding of rapid

mathematics assessment;
➢ develop skills in interpreting data generated

from rapid mathematics assessments; and
➢ discuss and explain the mathematics

learning competencies for Grades 1 to 3.
Rapid Mathematics Assessment (RMA)
➢ RMA refers to the set of carefully crafted assessment
tasks aligned with MELC to identify the strengths and
recognize the current mathematical knowledge and
skills of key stage 1.
➢ This assessment resource package contains a
teacher’s booklet, learner’s assessment materials,
and scoring sheets that will be used as pre and post-
assessment tools.
➢ This oral assessment will gauge learners' current
mathematical abilities based on the Most Essential
Learning Competencies (MELC) and identify their
strengths and areas that need improvement.
➢ The RMA pre-assessment will be conducted during the
first week while the post-assessment will happen on the
5th week.
➢ A collaboration between DepEd, USAID ABC+, and
NISMED to measure, assess, and evaluate Key
Stage 1 learners’ numeracy skills against their
grade level.
➢ A tool to help teachers gather data and understand
their learners’ current numeracy and mathematical
needs.
➢ Teachers can identify least mastered
competencies and to serve as a basis in
categorizing the learners.
Teacher’s Booklet Learner’s Assessment Materials Score Sheets
A.Teacher’s Booklet:
Indicates the time allotted for each
task.
Indicates the time allotted for each

subtask.
This icon indicates an instruction for
teachers.
This icon indicates that the

instructions should be read by the
teacher orally to the learner.
Answer
Actual Task Key
B. Score Sheets
Use the Scoring Guide in the Teacher’s

Booklet to determine the number of
points to be recorded based on the
response of the learner.
B. Score Sheets Check the corresponding
point based on the scoring
guide in the Teacher’s
Booklet and the learner’s
response.
The maximum score

per task and subtask
is indicated in the
Score Sheet.
Automated Scoresheet
Scoresheet Class Summary School Summary
(Paper) (Automated) (Automated)
To be accomplished Teacher will input the All class summary

by classroom teacher data that he/she results will be collected
during administration collected from the by a school personnel
of RMA. administration. and inputted in the
school summary
Class summary will automated form.
automatically be
generated. Upload the school
summary form in the
given google form.
RMA Automated Scoresheets
● An excel file that allows the seamless recording of
learners’ rapid math assessment results in the
classroom and school for easy monitoring.
● It automatically generates a class and school summary

containing tables and charts that consolidate the class
RMA result.
9/13/2023 18
1. Select the 2. Enter the School 3.Enter the LOI 4.Enter the Enrolment
Region and Classroom and Section ( Male and Female)
Information
Automatic Counter
Count the Number
of Learners
Asssess
Age will be
5. Enter Learner’s automaticall 6. Enter Learner’s Score 5. Enter Notes,
Information y Automatically Generated
Automatically
( Red < Passing Score) Remarks etc.
Computed (Total Score and Levelling
Computed
of Learners)
Levelling of Learners
Enhancement: Correct answers equal to or
greater than 85% of the total items
Consolidation: Correct answers in 75%-84.99% of
the total items
Intervention: Correct answers in less than 75% of
the total items
9/13/2023 21
a. Class Summary
Summary Results
Levelling of Learners % of Correct Answer

by Male/Female by Tasks
b. School Summary (Consolidation of Classroom Assessment)
Enter the Enter the MOI
School For Grade
Name and Level
ID
G1 Class Summary
G2 Class Summary
To consolidate the results, a school

personnel (i.e. School ICT) will have to
manually Copy and Paste the data from
the Classroom Summary of each
classroom scoresheets to the School
G3 Class Summary Summary Class Results tab
b. School Summary
Class Results
Class results will automatically be consolidated,

and a School summary result/RMA dashboard
will be provided.
School RMA Dashboard
School Summary Result

9/13/2023 24
RMA Dashboard
● School RMA Results should be submitted online to have a consolidated Division and
Regional Data
● Link to Online Submission Form :
https://bit.ly/Rapid-Math-Assessment
Carefully Encode
to the Online
Submission Form
Carefully Encode
to the Online
Submission Form
Designing Mathematics Learning Experiences
Considering the critical concepts and skills that key stage 1
learners must practice given the five-week program duration, careful
selection and identification of math MELC will serve as the key
content lessons. Explicit and active learning experiences focused on
mathematical foundational skills are designed, with a strong
emphasis on play-based, collaborative, and hands-on learning
approaches, and are evident in classroom practices through well-
designed activities that provide opportunities for learners to practice
and apply concepts and skills attained.
Mathematics Learning Experience Materials (MLEM)
Mathematics Learning Experience Materials refers to the set of
contextualized teaching and learning materials that contain a teaching plan,
academic games, worksheets, stories, and fun math activities target to
cater to all types of learners and developed in line with the Concrete
Pictorial Abstract (CPA) approach.
Ongoing Formative Assessment
Recognizing the value of assessment to align instruction and
amplify skill acquisition, teachers will make significant critical decisions
based on continuous formative assessments. The utilization of teacher-
made formative assessments which reveal what learners have gained over
the five-week course of instruction will help teachers to be flexible in
designing mathematics learning experiences and be more cognizant and
guided accordingly in pinpointing learning difficulties and at the same time
gain an in-depth understanding of the actual learner's progress, so teachers
can adjust and modify instruction on a timely manner. Further, informal
assessments derived from teachers’ daily interaction and observations as to
how learners are responding to the mathematics learning experiences must
be observed.
Technology Integration
The use of available educational software,
online platforms, and digital manipulatives in schools
to supplement instruction and provide interactive
learning experiences is strongly encouraged
considering the accessibility and appropriateness of
the online activity and content.
Assessment and Progress Tracking
Teachers are required to utilize formative assessments to
monitor learners' progress, identify areas for improvement, and
provide timely feedback to learners, parents, and educators in
accordance with DO 8 s. 2015 specifically the explanation on the
purpose of formative assessment. Teachers will craft their own
formative assessments that are aligned with the objectives and
design of the mathematics learning experiences. Learners are not
graded in this program.
Supplementary Materials
Available learning resources developed and
validated in regions, divisions, and schools that are
parallel with the scope of MLEM and aligned with the
teaching approaches in the MLEM framework may be
used by teachers to reinforce their delivery and serve
as additional references, formative assessments, and
learning tasks.
Classroom Delivery
Learning is intended to be fun, engaging,
collaborative, and interactive by which most activities
reflect the Concrete Pictorial Abstract (CPA)
approach, play-based learning, differentiated
instruction, hands-on learning, and utilization of
manipulatives.
Scope of RMA and MLEM
MATHEMATICS LEARNING
COMPETENCIES FOR
GRADES 1 to 3
Learning Competencies for Grade 1
Task
Number Identification and Discrimination
Fractions
Addition
Subtraction
Geometric Representation
Missing Shapes in Patterns
Time Measurement
Linear Measurement
Mass Measurement
Task/Item Most Essential Learning Competencies CG Code (MELCs)
Number Reads and writes numbers up to 100 in • M1NS-If-9.1
Identification symbols and in words
and Discrimination • Compares numbers up to 100 using
relational symbols and orders them in • M1NS – no code •
increasing or decreasing order
M1NS-Ib-3
• Identifies the number that is one more or
one less than a given number • M1NS – no code
• Identifies, reads, and writes ordinal
numbers: 1st, 2nd, 3rd, up to 10th object in a
given set from a given point of reference
Fractions • Visualizes, represents, and divides a

• M1NS- no code
whole into halves and fourths and
identifies ½ and ¼ of a whole object • M1NS-IIId-75
• Visualizes and draws the whole region or
set given its ½ and/or ¼
Addition • Illustrates addition as “putting together or • M1NS-IIa-23

combining or joining sets”
• Visualizes and adds the following numbers • M1NS – no code
using appropriate techniques:
a. two 1-digit numbers with sums up to

18
b. three 1-digit numbers
c. numbers with sums through 99 without

and with regrouping
Subtraction • Illustrates subtraction as “taking • M1NS-IIf-24
away” or “comparing” elements of
sets
• Visualizes, represents, and subtracts
the following numbers:
a) one-digit numbers with minuends through • M1NS – no code
18 (basic facts)
b) one- to two-digit numbers with minuends
up to 99 without regrouping
c) one- to two-digit numbers with minuends
up to 99 with regrouping
Geometric • identifies, names, and describes the • M1GE-IIIe-1

Representation four basic shapes (square, rectangle,
triangle, and circle) in 2- dimensional
(flat/plane) and 3-dimensional
• M1GE-IIIe-2
(solid objects)
• compares and classifies 2-dimensional (K-12 Curriculum)
(flat/plane0 and 3-dimensional (solid)
figures according to common attributes
Missing Shapes in • Determines the missing terms using one • M1AL – no code
Patterns attribute in a given continuous pattern
and in a given repeating pattern
Time Measurement • Tells the days in a week, months in a • M1ME-Iva-1

year in the right order
• M1ME-Iva-2
• Determines the day of the month using
a calendar • tells and writes time by the • M1ME-IVb-3
hour, half-hour, and quarter-hour using
an analog clock
Linear • Compares objects using comparative • M1ME-IVc-19

Measurement words: short, shorter, shortest; long,
longer, longest; heavy, heavier,
heaviest; light, lighter, lightest. • M1ME – no code
• Estimates and measures length, mass,
and capacity using non-standard units
of measure
Mass Measurement • Compares objects using comparative • M1ME-IVc-19

words: short, shorter, shortest; long,
longer, longest; heavy, heavier,
heaviest; light, lighter, lightest. • M1ME – no code
• Estimates and measures length, mass,
and capacity using non-standard units
of measure
Task
Number Identification
Number Discrimination
Missing Number
Addition of Whole Numbers
Subtraction of Whole Numbers
Multiplication of Whole Numbers
Division of Whole Numbers
Geometric Patterns
Geometric Visualization
Task Most Essential Learning Competencies CG Code
(MELCs)
Number Identification ● Gives the place value and finds the value of ● M2NS-Ib-10.2
a digit in three-digit numbers
● Reads and writes numbers up to 1000 in

● M2NS-Ic-9.2
symbols and in words
● Visualizes and writes three-digit numbers in

expanded form ● M2NS-Ic-14
Task Most Essential Learning Competencies CG Code (MELCs)
Number ● Compares numbers using relation ● M2NS – no code

Discrimination symbols and orders numbers up to 1
000 in increasing or decreasing order
Missing Number ● Determines missing term/s in a given continuous ● M2AL-IIIj-3
pattern using two attributes
● Determines the missing terms using one attribute

● M1AL – no code
in a given continuous pattern and in a given
repeating pattern
● Visualizes and counts numbers by 10s, 50s, 100s
● Compares using relational symbol and arranges ● M2NS-Ib-8.2

in increasing or decreasing order the unit
● M2NS – no code
fractions
Addition of Whole ● Visualizes, represents, and adds the following ● M2NS – no code
Numbers numbers with sums up to 1000 without and with
regrouping:
a. 2-digit by 3-digit numbers
b. 3-digit by 3-digit numbers
● Solves routine and non-routine problems

involving the addition of whole numbers ● M2NS-Ij-29.2
including money with sums up to 1000 using
appropriate problem-solving strategies and
tools.
Subtraction of Whole ● Visualizes, represents, and subtracts 2- to 3- ● M2NS-IIa-32.5
Numbers digit numbers with minuends up to 999 without
and with regrouping.

involving subtraction of whole numbers ● M2NS-IIc-34.2
including money with minuends up to 1000
using appropriate problem-solving strategies
and tools.
Multiplication of Whole ● Illustrates and writes a related equation for ● M2NS – no
Numbers each type of multiplication: repeated addition, code
array, counting by multiples, and equal jumps
on the number line.
● M2NS – no
● Illustrates the following properties of
code
multiplication and apply each in a relevant
situation: (a) identity, (b) zero, and (c)
commutative.
● Visualizes multiplication of numbers 1 to 10 by

● M2NS-IIh-41.1
2, 3, 4, 5, and 10.
Division of Whole ● Visualizes and represents division, and writes a ● M2NS – no code
Numbers related equation for each type of situation: equal
sharing, repeated subtraction, equal jumps on the
number line, and formation of equal groups of
objects.
● M2NS-IIIb-51.1
● Visualizes division of numbers up to 100 by
2,3,4,5, and 10 (multiplication table of 2, 3, 4, 5,
and 10) ● M2NS-IIIc-56.1
● Solves routine and non-routine problems involving

the division of numbers by 2,3,4,5 and 10 and with
any of the other operations of whole numbers
including money using appropriate problem-
solving strategies and tools.
Geometric Patterns ● Visualizes, identifies, classifies, and describes ● M2GE-IIIg- 5
half-circles and quarter circles
(K-12
● Identifies, names, and describes the four basic Curriculum)
shapes (square, rectangle, triangle, and circle)
● M1GE-IIIe-1
in 2 dimensional and 3-dimensional objects
● M2AL-IIIj-3
● Determines missing term/s in a given
continuous pattern using two attributes
● Determines the missing terms using one ● M1AL – no code

attribute in a given continuous pattern and in a
given repeating pattern
Geometric Visualization ● Identifies straight lines and curves, flat and ● M2GE-IIIi-9
curved surfaces in a 3-dimensional object
Task
Number Identification
Number Discrimination
Missing Number
Addition of Whole Numbers
Subtraction of Whole Numbers
Multiplication of Whole Numbers
Division of Whole Numbers
Geometric Visualization
Number Identification ● Identifies odd and even numbers ● M3NS-IIIa-63
Number Discrimination ● Represents, compares, and arranges dissimilar ● M3NS – no code

fractions in increasing or decreasing order
Missing Number ● Visualizes and represents fractions that are ● M3NS - no
equal to one and greater than one using code
regions, sets, and number line
● Reads and writes fractions that are equal to one

● M3NS-IIIb-76.3
and greater than one in symbols and words
● Determines missing term/s in a given

combination of a continuous and repeating ● M3AL-IIIj-4
pattern
Addition of Whole ● Adds 3- to 4-digit numbers up to three ● M3NS-Id-27.6

Numbers addends with sums up to 10 000 without and
with regrouping
Subtraction of Whole ● Subtracts 3- to 4-digit numbers from 3- to 4- ● M3NS-Ig-32.6
Numbers digit numbers without and with regrouping

● M3NS - Ii -34.5
involving subtraction without or with the addition
of whole numbers including money using
appropriate problem-solving strategies and
tools
Multiplication of Whole ● Multiplies numbers: ● M2NS – no
Numbers a. 2- to 3-digit numbers by 1-digit numbers code
without or with regrouping
b. 2-digit number by 2-digit numbers with
regrouping
c. 2- to 3-digit numbers by multiples of 10 and
100 ● M3NS-IIe-45.3
involving multiplication without or with addition
and subtraction of whole numbers including
money using appropriate problem-solving
strategies and tools.
Division of Whole ● Visualizes division of numbers up to 100 by 6, ● M3NS-IIg-51.2
Numbers 7, 8,
and 9 (multiplication table of 6, 7, 8, and 9).
● Visualizes and states basic division facts of
● M3NS-IIg-51.3
numbers up to 10.
● Divides numbers without or with the
remainder:
a. 2- to 3-digit numbers by 1- to 2- digit ● M3NS - no
numbers code
b. 2- to 3-digit numbers by 10 and 100
Geometric ● Recognizes and draws a point, line, line ● M3GE-IIIe-11
Visualization segment, and ray
● Recognizes and draws parallel,
● M3GE-IIIf-12.1
intersecting, and perpendicular lines
● Visualizes, identifies, and draws
congruent line segments ● M3GE-IIIf-13
" MATHEMATICS
is not about
numbers, equations,
computations or
algorithms:
it is about
UNDERSTANDING"
- William Paul Thurston

Rapid Mathematics Assessment

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Rapid Mathematics Assessment

and Mathematics Learning

Garry L. Pangan, PhD

Mathematics Learning Competencies

➢ demonstrate a deep understanding of rapid

➢ develop skills in interpreting data generated

➢ discuss and explain the mathematics

Indicates the time allotted for each

This icon indicates that the

Use the Scoring Guide in the Teacher’s

The maximum score

To be accomplished Teacher will input the All class summary

● It automatically generates a class and school summary

Levelling of Learners % of Correct Answer

To consolidate the results, a school

Class results will automatically be consolidated,

School RMA Dashboard

School Summary Result

Fractions • Visualizes, represents, and divides a

Addition • Illustrates addition as “putting together or • M1NS-IIa-23

a. two 1-digit numbers with sums up to

b. three 1-digit numbers

c. numbers with sums through 99 without

Geometric • identifies, names, and describes the • M1GE-IIIe-1

Time Measurement • Tells the days in a week, months in a • M1ME-Iva-1

Linear • Compares objects using comparative • M1ME-IVc-19

Mass Measurement • Compares objects using comparative • M1ME-IVc-19

● Reads and writes numbers up to 1000 in

● Visualizes and writes three-digit numbers in

Number ● Compares numbers using relation ● M2NS – no code

● Determines the missing terms using one attribute

● Visualizes and counts numbers by 10s, 50s, 100s

● Compares using relational symbol and arranges ● M2NS-Ib-8.2

a. 2-digit by 3-digit numbers

b. 3-digit by 3-digit numbers

● Solves routine and non-routine problems

● Solves routine and non-routine problems

● Visualizes multiplication of numbers 1 to 10 by

● Solves routine and non-routine problems involving

● Determines the missing terms using one ● M1AL – no code

Number Discrimination ● Represents, compares, and arranges dissimilar ● M3NS – no code

● Reads and writes fractions that are equal to one

● Determines missing term/s in a given

Addition of Whole ● Adds 3- to 4-digit numbers up to three ● M3NS-Id-27.6

● Solves routine and non-routine problems

- William Paul Thurston

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