DIVISION MATHEMATICS
PROGRAM IMPLEMENTATION
REVIEW AND COORDINATION
MEETING
July 29, 2025 – San Antonio NHS, Delfin Albano, Isbela
STATUS OF NUMERACY: THE
CASE OF SDO ISABELA
- A formative
WHAT IS assessment tool
THE RAPID developed by DepEd.
MATH - Designed to quickly
ASSESSME evaluate foundational
NT (RMA)? mathematics skills.
- Helps identify learners'
strengths and learning
gaps.
LEGAL BASIS
• DM-CT-2024-284: Administration of the
Rapid Mathematics Assessment (RMA)
for Grades 1 to 3 for the Beginning of
the School Year 2024- 2025
• DepEd Order No. 10 s. 2024: Policy
Guidelines on the Implementation of
the MATATAG Curriculum
KEY STAGE 1 - OVERALL
GRADE 1 – LEVELING OF LEARNERS
LEARNING COMPETENCIES :Task A: No. Identification & Discrimination (8 items) | Task B: Fractions (2 items)
| Task C: Addition (8 items) | Task D: Subtraction (6 items) | Task E: Geometric Representation (4 items) | Task F:
Missing Shapes in Patterns (1 items) | Task G: Time Measurement (3 items) | Task H: Linear Measurement (3
items) | Total Items : 35
GRADE 1 – PER TASK
Task Task
A( No E Task
. (Geo F
Scho Ident metri (Miss Task Task
ol ificati Task Task c ing G H(Lin
(with on & B Task D Repr Shap (Time ear
Subm Total Discri (Frac C(Ad (Subt esent es in Meas Meas
Regio issio Asses minat tions ditio racti ation Patte urem urem
n n) sed ion) ) n) on) ) rns) ent) ent)
GRADE 16,88
1 757 7 49% 9% 30% 12% 49% 48% 3% 46%
8,273 1,436 5,071 1,950 8,309 8,122 434 7,693
COMPETENCIES FOR GRADE 1
KEY STAGE 1 – GRADE 1
•TASK A: NO. IDENTIFICATION & DISCRIMINATION
•TASK B: FRACTIONS
•TASK C: ADDITION
•TASK D: SUBTRACTION
•TASK E: GEOMETRIC REPRESENTATION
•TASK F: MISSING SHAPES IN PATTERNS
•TASK G: TIME MEASUREMENT
•TASK H: LINEAR MEASUREMENT
GRADE 2 – LEVELING OF LEARNERS
LEARNING COMPETENCIES :TASK A: NUMBER IDENTIFICATION (3 ITEMS) | TASK B: NUMBER
DISCRIMINATION (1 ITEM) | TASK C:MISSING NUMBERS IN PATTERNS (2 ITEMS) | TASK D: MISSING UNIT
FRACTIONS (1 ITEM) | TASK E: ADDITION (4 ITEMS) | TASK F: SUBTRACTION (3 ITEMS) | TASK G:
MULTIPLICATION (3 ITEMS) | TASK H: DIVISION ( 4 ITEMS) | TASK I: GEOMETRIC PATTERN (2 ITEMS) | TASK
J: GEOMETRIC VISUALIZATION (1 ITEM) | TASK K: LINEAR MEASUREMENT (1 ITEM) | TOTAL ITEMS : 25
GRADE 2 – PER TASK
Task
C
Task Task (Miss Task Task J Task
Scho A B ing D Task I (Geo K
ol Num (Num Num (Miss Task Task (Geo metri (Line
(with ber ber bers ing Task F G Task metri c ar
Subm Total Ident Discri In Unit E (Subt Multi H c Visua Meas
Regio issio Asses ificati mina Patte Fracti (Addi racti plicat (Divis Patte lizati urem
n n) sed on) tion ) rns) ons) tion) on) ion) ion) rn) on) ent )
GRAD 18,79
E2 737 5 19% 53% 25% 39% 19% 6% 7% 9% 48% 62% 78%
11,68 14,69
3,613 9,869 4,711 7,419 3,657 1,112 1,328 1,661 8,944 8 6
COMPETENCIES FOR GRADE 2
KEY STAGE 1 – GRADE 2
•TASK A: NUMBER IDENTIFICATION
•TASK B: NUMBER DISCRIMINATION
•TASK C:MISSING NUMBERS IN PATTERNS
•TASK D: MISSING UNIT FRACTIONS
•TASK E: ADDITION
•TASK F: SUBTRACTION
•TASK G: MULTIPLICATION
•TASK H: DIVISION
•TASK I: GEOMETRIC PATTERN
•TASK J: GEOMETRIC VISUALIZATION
• TASK K: LINEAR MEASUREMENT
GARDE 3 – LEVELLING OF LEARNERS
LEARNING COMPETENCIES :TASK A: FRACTIONS (2 ITEMS) | TASK B: MASS MEASUREMENT (1 ITEM)
| TASK C:MISSING NUMBERS IN PATTERNS (2 ITEMS) | TASK D: ADDITION (3 ITEMS) | TASK E:
SUBTRACTION (3 ITEMS) | TASK F: MULTIPLICATION (2 ITEMS) | TASK G: DIVISION (3 ITEMS) | TASK H:
GEOMETRIC REPRESENTATION (4 ITEMS) | TOTAL ITEMS : 20
GRADE 3 – PER TASK
Task Task
C H
Schoo Task (Missi (Geo
l B ng Task Task metri
(with Task (Mass Numb Task E F Task c
Subm Total A Meas ers In D (Subt (Multi G Repre
Regio ission Asses (Fract urem Patte (Addi ractio plicat (Divis senta
n ) sed ions) ent) rns ) tion) n) ion) ion) tion)
Region 19,33
II 728 1 33% 48% 39% 27% 7% 9% 3% 17%
6,375 9,226 7,451 5,133 1,319 1,775 671 3,254
COMPETENCIES FOR GRADE 3
•KEY STAGE 1 – GRADE 3
•TASK A: FRACTIONS
•TASK B: MASS MEASUREMENT
•TASK C:MISSING NUMBERS IN PATTERNS
•TASK D: ADDITION
•TASK E: SUBTRACTION
•TASK F: MULTIPLICATION
•TASK G: DIVISION
•TASK H: GEOMETRIC REPRESENTATION
KEY STAGE 2 - OVERALL
LIS OF SCHOOLS WITHOUT SUBMISSION
103545 Didiyan Elementary School
103546 Dikadyuan Elementary School
103561 Taknalan Primary School
GRADE 4 – LEVELLING OF LEARNERS
LEARNING DOMAIN : CONTENT : NO.& ALGEBRA (9 ITEMS/9 POINTS) | MEASUREMENT & GEOMETRY
(2 ITEMS/3 POINTS) | DATA & PROBLEM (1 ITEM/1 POINT) | COGNITIVE: KNOWING (4 ITEMS/4 POINTS) |
APPLYING (6 ITEMS/7 POINTS) | REASONING (2 ITEMS/2 POINTS) | TOTAL ITEMS / POINTS : 12 /13
GRADE 5 – LEVELLING OF LEARNERS
LEARNING DOMAIN : CONTENT : NO.& ALGEBRA (14 ITEMS/15 POINTS) | MEASUREMENT & GEOMETRY (11
ITEMS/15 POINTS) | DATA & PROBLEM (2 ITEMS/2 POINT) | COGNITIVE: KNOWING (11 ITEMS/12 POINTS) |
APPLYING (11 ITEMS/12 POINTS) | REASONING (5 ITEMS/8 POINTS) | TOTAL ITEMS / POINTS : 27 /32
GRADE 6 – LEVELLING OF LEARNERS
LEARNING DOMAIN : CONTENT : NO.& ALGEBRA (22 ITEMS/26 POINTS) | MEASUREMENT &
GEOMETRY (13 ITEMS/17 POINTS) | DATA & PROBLEM (7 ITEMS/7 POINT) | COGNITIVE: KNOWING (18
ITEMS/20 POINTS) | APPLYING (17 ITEMS/20 POINTS) | REASONING (7 ITEMS/10 POINTS) | TOTAL
ITEMS / POINTS : 42 /50
GRADE 4, 5, 6, - PER COMPETENCY
School
(with Total
Submi Assess No. & Algebra Meas & Geom Data & Prob
Grade ssion) ed (Content) (Content) (Content)
GRADE
4 741 21,302 3.10% 3.62% 43.47%
660 771 9,260
GRADE
5 707 23,315 1.59% 0.67% 23.20%
371 157 5,410
GRADE
6 706 23,306 1.76% 1.50% 3.39%
339 290 655
KEY STAGE 3 - OVERALL
GRADE 7 – LEVELLING OF LEARNERS
LEARNING DOMAIN : CONTENT : No.& Algebra (7 items/10 points) | Measurement & Geometry (8 items/14
points) | Data & Problem (6 items/9 points) | COGNITIVE: Knowing (7 items/11 points) | Interpreting (6 items/7
points) | | Applying (6 items/13 points) | Reasoning (2 items/2 points) | TOTAL ITEMS / POINTS : 21 /33
GRADE 8 – LEVELLING OF LEARNERS
• LEARNING DOMAIN : CONTENT : NO.& ALGEBRA (17 ITEMS/26 POINTS) | MEASUREMENT
& GEOMETRY (15 ITEMS/24 POINTS) | DATA & PROBLEM (6 ITEMS/9 POINTS) | COGNITIVE:
KNOWING (10 ITEMS/15 POINTS) | INTERPRETING (11 ITEMS/15 POINTS) | | APPLYING (12
ITEMS/22 POINTS) | REASONING (5 ITEMS/7 POINTS) | TOTAL ITEMS / POINTS :38 /59
GRADE 9 – LEVELLING OF LEARNERS
• LEARNING DOMAIN : CONTENT : NO.& ALGEBRA (20 ITEMS/29 POINTS) | MEASUREMENT & GEOMETRY (16
ITEMS/26 POINTS) | DATA & PROBLEM (9 ITEMS/14 POINT) | COGNITIVE: KNOWING (10 ITEMS/15 POINTS) |
INTERPRETING (15 ITEMS/19 POINTS) | | APPLYING (12 ITEMS/22 POINTS) | REASONING (8 ITEMS/13
POINTS) | TOTAL ITEMS / POINTS :45 /69
GRADE 10 – LEVELLING OF LEARNERS
• LEARNING DOMAIN : CONTENT : NO.& ALGEBRA (20 ITEMS/29 POINTS) | MEASUREMENT &
GEOMETRY (18 ITEMS/29 POINTS) | DATA & PROBLEM (9 ITEMS/14 POINTS) | COGNITIVE:
KNOWING (10 ITEMS/15 POINTS) | INTERPRETING (15 ITEMS/19 POINTS) | | APPLYING (13
ITEMS/23 POINTS) | REASONING (9 ITEMS/15 POINTS) | TOTAL ITEMS / POINTS :47 /72
GRADE 7, 8, 9, 10 PER COMPETECIES
School
(with No. & Meas & Data &
Submissio Total Algebra Geom Prob
Grade n) Assessed (Content) (Content) (Content)
GRADE 7 170 21,044 2.83% 0.24% 0.84%
596 51 177
grade 8 170 18,469 1.14% 0.48% 1.61%
240 101 339
GRADE 9 168 14,918 4.16% 2.63% 3.61%
875 553 760
GRADE
10 165 16,016 5.39% 3.69% 3.63%
1134 777 764
What to check/do?
1. Check the Learning Competencies in RMA
Vis-à-vis competencies in each grade level
2. Check the items given in RMA.
3. Make a Budget of Work based on the
competencies
4. Assume that students are 2 grade level
lower.
5. Design activities that addresses the
competency and need of the learner.
30
UPDATES ON
MATHEMATICS PROGRAMS
ON TRAININGS.
• JULY 28-AUGUST 1 – WORKSHOP ON THE
CONTEXTUALIZATION OF WORKSHEET IN
MATHEMATICS
• AUGUST– CONTEXTUALIZATION OF
SUMMATIVE TEST FOR ALL SUBJECTS
ON PERSONNEL.
• PSDS HAYDEE J. BALINGUE – IN-
CHARGE OF LD 3, 4, AND 6
• PSDS REGIDOR TOPINIO – IN-CHARGE
OF LD 1, 2, AND 5
ON PROJECTS
MATHEMATICS
Project DRILL in Numbers (Developing Readiness and Improving
Learners' Literacy) in Numbers
Support Processes:
Develop learners’ foundational skills in number sense,
operations, and problem solving.
Reinforce mathematical understanding through repetitive,
targeted practice activities.
Improve computation fluency, speed, and accuracy through
structured drills.
Level up learners’ confidence and performance in basic
numeracy benchmarks.
Learn mathematics actively and meaningfully through
engaging, daily drill exercises.
PROJECT GADGET (VERSION 2.0)
ASSESSMENT
Project ASSESs (Assuring Standards in Student
Evaluation Systems)
With the continuing implementation of the Revised K to 10 Curriculum and the
growing emphasis on international benchmarking assessments like PISA, there is
a compelling need to ensure the quality, consistency, and relevance of test items
used in schools. Many classroom-based assessments still suffer from issues of
poor alignment, item construction errors, and lack of rigor, which ultimately
impacts learning outcomes and system performance.
Project ASSESs aims to respond to this challenge by developing a centralized test
item bank containing quality-assured and standardized assessment items aligned
with national curriculum standards and international frameworks. This initiative
will help improve teacher capacity in assessment design, provide reliable tools for
learner evaluation, and ultimately strengthen assessment culture in the division.
LETS DO THE DRILL! GOING BACK TO
BASICS
1.Daily Numeracy Drill Sessions
• Description: Conduct short (5–10 minute)
daily drills at the start of each math class or as
a morning warm-up activity.
• Focus Areas: Basic operations, number facts,
skip counting, place value, and simple word
problems.
• Purpose: Build fluency and confidence in
number sense and computation.
2. Numeracy Leveling and Grouping
• Description: Group learners based on results of
diagnostic tests or classroom assessments.
• Purpose: Deliver level-appropriate drill activities
tailored to each learner’s numeracy needs (e.g.,
beginner, developing, proficient).
• Tools: Pre-test using MELC-aligned tools, teacher-
created diagnostic worksheets.
3. Focused Remediation Sessions
• Description: Offer pull-out or remedial
sessions 1–2 times a week for learners
identified as numeracy-challenged.
• Format: Small group or one-on-one, focusing
on specific gaps (e.g., mastering
multiplication, understanding fractions).
• Support: Could be led by Math teachers,
trained peer tutors, or volunteers.
4. Game-Based Math Drills
• Description: Integrate simple, low-prep math
games (flashcards, number bingo, math races,
board games) to reinforce basic skills.
• Purpose: Make numeracy practice fun and
engaging while building automaticity.
5. Numeracy Drill Notebooks / Journals
• Description: Learners maintain a drill
notebook to track their daily progress
and reflect on challenges.
• Contents: Daily scores, target skills,
corrections, and self-assessments.
• Purpose: Encourage learner ownership
and reflection.
6. “DRILL of the Week” Challenge
• Description: Post a weekly math
challenge or puzzle per grade level;
recognize top performers.
• Purpose: Promote healthy competition
and critical thinking across grade levels.
• Incentives: Certificates, recognition
during flag ceremony.
7. Teacher Training on Drill Strategies
• Description: Conduct LAC sessions or
training workshops on effective strategies
for developing and administering math
drills.
• Topics: Item writing, numeracy
remediation strategies, motivational
techniques, use of technology in drills.
8. Peer-to-Peer Math Buddy System
• Description: Pair higher-performing
learners with those needing support for
weekly math practice.
• Purpose: Encourage collaborative
learning and build learner confidence.
9. Quarterly Numeracy Monitoring &
Evaluation
• Description: Conduct periodic
assessments to monitor numeracy
growth and adjust interventions.
• Tools: Pre/post-tests, checklist rubrics,
learner profiles.
• Output: Division/school dashboard
showing learner progress and areas
needing support.
10. Development of a DRILL Toolkit
• Contents: MELC-aligned drill items,
pacing guides, monitoring tools,
teacher guides, learner worksheets.
• Distribution: Printed and/or uploaded
in a shared division folder or learning
management system (e.g., Google
Drive, LMS).
