PRE-TEST

Division: School Name: Sample School

District: School ID:
School Address: Teacher:
Date of Examination: School Head:
Grade Level & Section: Teacher's Email Ad:

LIST OF EXAMINEES
# Sex Grade on Previous Level
LRN (Optional) Last Name First Name MI
(M/F) (Optional)
1 A A M
2 CYRUS B M
3 SAM C F
4 HADJIE D F
5 GERALD E M
6 GENER F F
7 G G M
 Grade in
Date of Q Q Q Q Q Q Q Q Q Q Q Q
Full Name Previous
Examination Level 01 02 03 04 05 06 07 08 09 10 11 12

0 A, A Not Recorded B B D A A C C B A A C C
0 CYRUS, B Not Recorded B A D A C C C A A C A C
0 SAM, C Not Recorded B A D A D D C D A D A C
0 HADJIE, D Not Recorded B D D A D A C A D A C
0 GERALD, E Not Recorded A B C D A B A D C A D A
0 GENER, F Not Recorded A B A D C B C B D A C B
0 G, G Not Recorded
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46

C A C C B B D B B D B D C B A B C D B B D A D C C C B D B C B A B C
B A A B B B C B C D A D D C C A B C B B B C A D B A D C B B A C C C
A A A C B B C B A D C C A C B B B D C B C B B C B C B D C B A D D A
D A C B B B C A B D A C A C B B A D B A A A C C A C B C A B A C A B
C C A B C A B C D B C D A B A B D D C A D B B A B C D A C C D D A C
C C A B C B B B B C D A C B A C B D A C B D D C B B C A D C C D C A
Q Q Q Q
47 48 49 50
SCORE

D B A A 50
B B A A 20
D B A A 23
D B A D 22
A C B D 13
C C C D 16
0
 PRE-TEST
School Sample School Grade from Previous Level:
Name Date of Exam:
Grade Level & Section

E-NUMERACY CARD (INDIVIDUAL)

NUMERACY SKILLS Numbers and Geometry Patterns and Measurement Statistics and Numeracy Skill Level
Number Sense Algebra Probability
Knowing and understanding
Computing and solving
Estimating
Visualizing and Modelling
Representing and Communicating
Conjecturing and Reasoning
Proving and Decision Making
Applying and Connecting

TOTAL

Score: Numeracy Skill Level Numerical Value Abbreviation

Rating: Needs Major Support 74% and below NMS
Numeracy Skill Level Anchoring 75%-79% A
Emerging 80%-84% E
Developing 85%-89% D
Transforming 90% and above T

NUMERACY ASSESSMENT RESULTS

Rating per Numeracy Skill

1200.00%

800.00%

400.00%

0.00%
Knowing and Computing and Estimating Visualizing and Representing and Conjecturing and Proving and De- Applying and
understanding solving Modelling Communicating Reasoning cision Making Connecting

Rating of Numeracy Skill per Content Area

12.00

10.00

8.00

6.00

4.00

2.00

0.00
Numbers and Number Sense Geometry Patterns and Algebra Measurement Statistics and Probability

Prepared by: Noted by:

Teacher School Head

 PRE-TEST
School Sample School School ID: District:
Grade Level No of Examinees:7 Date of Examination

E-NUMERACY CARD (CLASS)

Numbers and Patterns and Statistics and

NUMERACY SKILLS Geometry Measurement Numeracy Skill Level
Number Sense Algebra Probability
Knowing and understanding 3.14 / 6 0.14 / 1 0.14 / 1 0.43 / 1 3.86 / 9 42.86 NMS
Computing and solving 4.29 / 9 0.57 / 2 0.57 / 2 0.71 / 2 6.14 / 15 40.95 NMS
Estimating 0.71 / 2 0.57 / 1 1.29 / 3 42.86 NMS
Visualizing and Modelling 0.57 / 1 2/4 2.57 / 5 51.43 NMS
Representing and Communicating 0.29 / 1 0.43 / 1 0.14 / 1 0.86 / 3 28.57 NMS
Conjecturing and Reasoning 0.43 / 1 0.57 / 1 1/2 50.00 NMS
Proving and Decision Making 1.57 / 5 1.57 / 5 31.43 NMS
Applying and Connecting 1.29 / 4 1.43 / 3 0.57 / 1 3.29 / 8 41.07 NMS
10.29 / 23 2.71 / 7 2.57 / 7 2.14 / 5 2.86 / 8 20.57 / 50
TOTAL 44.74 38.71 36.71 42.80 35.75 41.14
NMS NMS NMS NMS NMS NMS

Score: 20.57 / 50 Numeracy Skill Level Numerical Value Abbreviation

Rating: 41.140 Needs Major Support 74% and below NMS
Numeracy Skill Level NMS - Needs Major Support Anchoring 75%-79% A
Emerging 80%-84% E
Developing 85%-89% D
Transforming 90% and above T

Rating per Numeracy Skill

60.00 51.43 50.00
42.86 40.95 42.86 41.07
40.00 28.57 31.43

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Rating of Numeracy Skill per Content Area

50.00
44.74
45.00 42.80
40.00 38.71
36.71 35.75
35.00
30.00
25.00
20.00
15.00
10.00
5.00
0.00
Numbers and Number Geometry Patterns and Algebra Measurement Statistics and Probability
Sense

Prepared by: Noted by:

Teacher School Head

 Conjecturing and Reasoning
Conjecturing and Reasoning

PRE-TEST
School Name: Sample School School ID: District: Division:
Grade Level and Section: Teacher: Total # of Examinees: 7 Date of Exam:

NUMERACY SKILLS SCORESHEET

Decision Making
Communicating
Representing &

Conjecturing &
Understanding
Computing &

Visualizing &

Connecting
Knowing &

Applying &
Reasoning
Estimating

Proving &
Modelling
solving
# LRN Full Name NAT Rating Numeracy Skill
Score (%)

1 A, A 9/9 15/15 3/3 5/5 3/3 2/2 5/5 8/8 50/50 100.00 TRANSFORMING
2 CYRUS, B 5/9 7/15 0/3 4/5 0/3 1/2 1/5 2/8 20/50 40.00 NEEDS MAJOR SUPPORT
3 SAM, C 4/9 5/15 1/3 5/5 1/3 1/2 2/5 4/8 23/50 46.00 NEEDS MAJOR SUPPORT
4 HADJIE, D 4/9 6/15 2/3 4/5 0/3 2/2 1/5 3/8 22/50 44.00 NEEDS MAJOR SUPPORT
5 GERALD, E 2/9 4/15 1/3 0/5 1/3 1/2 1/5 3/8 13/50 26.00 NEEDS MAJOR SUPPORT
6 GENER, F 3/9 6/15 2/3 0/5 1/3 0/2 1/5 3/8 16/50 32.00 NEEDS MAJOR SUPPORT
7 G, G 0/9 0/15 0/3 0/5 0/3 0/2 0/5 0/8 0/50 0.00 NEEDS MAJOR SUPPORT

Prepared by: Noted by:

Teacher School Head

 PRE-TEST
School Name: Sample School School ID: District: Division:
Grade Level and Section: Teacher: Total # of Examinees: 7 Date of Exam:

NUMERACY SKILL PER CONTENT AREA SCORESHEET

# LRN Full Name Numbers and Geometry Patterns and Measurement Statistics and NAT Rating Numeracy Skill
Number Sense Algebra Probability Score (%)

1 A, A 23/23 7/7 7/7 5/5 8/8 50/50 100.00 TRANSFORMING

2 CYRUS, B 12/23 4/7 2/7 1/5 1/8 20/50 40.00 NEEDS MAJOR SUPPORT
3 SAM, C 12/23 4/7 2/7 1/5 4/8 23/50 46.00 NEEDS MAJOR SUPPORT
4 HADJIE, D 12/23 3/7 3/7 1/5 3/8 22/50 44.00 NEEDS MAJOR SUPPORT
5 GERALD, E 4/23 1/7 2/7 4/5 2/8 13/50 26.00 NEEDS MAJOR SUPPORT
6 GENER, F 9/23 0/7 2/7 3/5 2/8 16/50 32.00 NEEDS MAJOR SUPPORT
7 G, G 0/23 0/7 0/7 0/5 0/8 0/50 0.00 NEEDS MAJOR SUPPORT

Prepared by: Noted by:

Teacher School Head

 PRE-TEST
School Name: Sample School School ID: District: Division:
Grade Level and Section: Teacher: Total Number of Examinees: 7 Date of Exam:

LEAST LEARNED COMPETENCIES

1 Skills and Processes Rate 2 Skills and Processes Rate 3 Skills and Processes Rate 4 Skills and Processes Rate

ITEM Representing and Communicating 28.57 ITEM Proving and Decision Making 31.43 ITEM Applying and Connecting 41.07 ITEM Computing and solving 40.95

16 Compares integers with other numbers such as whole 39 Performs experiments and records outcomes 11 Finds a missing term in a proportion (direct, inverse, and 2 Adds and subtracts decimals and mixed decimals through ten
numbers, fractions and decimals partitive) thousandths without and with regrouping.

40 Makes simple predictionsof events based on the results of 18 Performs the basic operations on integers. 3 Adds and subtracts decimals and mixed decimals through ten
experiments thousandths without and with regrouping.

41 Makes simple predictionsof events based on the results of 19 Expresses one value as a fraction of another given their ratio and 5 Divides whole numbers by decimals up to 2 decimal places and
experiments vice versa. vice versa

Solves routine and non-routine problems involving experimental Solves routine and non-routine problems involving multiplication
42 and theoretical probability 23 Gives the value of numbers expressed in exponential notation 6 without or with addition or subtraction of fractions and mixed
fractions using appropriate problem solving strategies and tools

43 Solves routine and non-routine problems involving experimental 28 Calculates speed, distance, and time. 7 Divides decimal up to 4 decimal places by 0.1, 0.01, and 0.001.
and theoretical probability

Gives the translation of real-life verbal expressions and Solves routine and non-routine problems involving division of
30 equations into letters or symbols and vice versa 8 decimals, mixed decimals, and whole numbers including money
using appropriate problem solving strategies and tools.

32 Represents quantities in real-life situations using algebraic 9 Divides simple fraction and mixed fractions.
expressions and equations.

33 Solve routine and non-routine problems involving different types 17 Performs two or more different operations on whole numbers with
of numerical equation and expressionssuch as 7+9 = __ or without exponents and grouping symbols

22 Solves routine and non routine problems involving basic

operations of integers using appropriate strategies and tools

25 Finds the area of composite figures formed by any two or more of

the following: triangle, square, rectangle, circle, and semi-circle.

26 Solves word problems involving measurement of surface area

34 Solves routine and non-routine problems using data presented in

a pie graph
35 Solves routine and non-routine problems using data presented in
a pie graph

45 Finds the surface area of cubes , prisms, pyramids, cylinders,

cones, and spheres

46 Solves routine and non-routine problems involving volumes of

solids
 PRE-TEST
School Name: Sample School School ID: District: Division:
Grade Level and Section: Teacher: Total Number of Examinees: 7 Date of Exam:

LEAST LEARNED COMPETENCIES

5 Skills and Processes Rate 6 Skills and Processes Rate 7 Skills and Processes Rate 8 Skills and Processes Rate

ITEM Estimating 42.86 ITEM Knowing and understanding 42.86 ITEM Conjecturing and Reasoning 50.00 ITEM Visualizing and Modelling 51.43

Solves multi-step routine and non-routine problems involving

10 division and any of the other operations of decimals, mixed 1 Adds and subtracts simple fractions and mixed numbers without 31 Defferentiates expression from equation 14 Compares and arranges integers on the number line.
decimals, and whole decimals and whole numbers including or with regrouping
money using appropriate problem sloving strategies and tools

15 Compares and arranges integers on the number line. 4 Multiplies simple fractions and mixed fractions 38 Construct a pie graph based onit.a given set of data and interpret 47 Differentiates solid figures from plane figures

Describes the meaning of probability such as 50% chance of Solves problems involving direct proportion, partitive proportion,
36 rain and one in a million chance of winning. 12 and inverse proportion in different context such as distance, rate, 48 Identifies the faces of a solid figure
and time using appropriate strategies and tools
Visualizes and describes the different solid figures: cubes, prism,
13 Finds the percentage or rate or percent in a given problem 49 pyramid, cylinder, cone, and sphere using various concrete and
pictorial models
Solves percent problems such as percent of increase/decrease Visualizes and describes surfaace area and names the unit of
20 (discounts, original price, rate of discount, sale price, marked-up 50 measure used for measuring the surface area of solid/ space
price), commission, sales tax, and simple interest. figures.

21 Defines and illustrates the meaning of ratio and proportion using

concrete or pictorial models.

24 Reads and interprets electric and water meter readings.

29 Defines a variable in an algebraic expression and equation

44 Finds the volume of cylinders, pyramids, cones and spheres

 PRE-TEST
School Name: Sample School School ID: District: Division:
Grade Level and Section: Teacher: Total Number of Examinees: 7 Date of Exam:

LEAST LEARNED COMPETENCIES

Least Learned Competencies According to Gender

70.00

60.00
60.00
55.56
50.00 50.00
50.00
44.44 43.33 45.00
40.74 40.63 41.67
40.00 37.78
33.33 33.33 35.00

30.00 26.67
22.22
20.00

10.00

0.00
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Male Female

Prepared by: Noted by:

Teacher School Head

 Sample School

E-NAT REPORT FOR PRE-TEST

School Name: Sample School

District: Number of Examinees: 7
0 Date of Examination:

NUMBER OF LEARNERS PER NUMERACY SKILL LEVEL

Number of Learners According to Progress

Numeracy Skills Needs Major
Support Anchoring Emerging Developing Transforming
Knowing & Understanding 6 0 0 0 1
Computing & Solving 6 0 0 0 1
Estimating 6 0 0 0 1
Visualizing & Modelling 3 0 2 0 2
Representing & Communicating 6 0 0 0 1
Conjecturing & Reasoning 5 0 0 0 2
Proving & Decision Making 6 0 0 0 1
Applying & Connecting 6 0 0 0 1
Male 3 0 0 0 1
Female 3 0 0 0 0
Overall 6 0 0 0 1

SUMMARY OF NUMERACY SKILLS

Male Female Final Rating
Numeracy Skills Description
4 learners 3 learners %
Knowing & Understanding 44.44 40.74 42.86 NMS
Computing & solving 43.33 37.78 40.95 NMS
Estimating 33.33 55.56 42.86 NMS
Visualizing & Modelling 45.00 60.00 51.43 NMS
Representing & Communicating 33.33 22.22 28.57 NMS
Conjecturing & Reasoning 50.00 50.00 50.00 NMS
Proving & Decision Making 35.00 26.67 31.43 NMS
Applying & Connecting 40.63 41.67 41.07 NMS
Overall 41.50 40.67 41.14 NMS

Prepared by: Noted by:

Teacher School Head

Full Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
A, A 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
CYRUS, B 1 0 1 1 0 1 1 0 1 0 0 1 0 1 0 0 1
SAM, C 1 0 1 1 0 0 1 0 1 0 0 1 0 1 0 1 1
HADJIE, D 1 0 1 1 0 0 1 0 1 0 0 1 0 1 1 0 1
GERALD, E 0 1 0 0 1 0 0 0 0 1 0 0 1 0 0 0 0
GENER, F 0 1 0 0 0 0 1 1 0 1 1 0 1 0 0 0 0
G, G 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 0 1 0 1 0 1 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 1 0 0 0 0 1
1 0 1 0 1 0 0 0 0 0 1 0 1 0 1 0 0 0 1 0 1 1 1 0 0 0 0 0 0
1 0 0 1 1 0 0 0 0 0 1 0 1 1 0 0 1 0 1 0 1 1 0 0 0 0 0 0 0
0 0 0 0 0 0 1 0 1 1 1 0 1 0 0 1 0 0 0 0 1 0 0 0 1 0 0 0 1
1 0 1 1 0 0 0 1 1 1 0 0 1 0 0 0 0 1 1 0 0 0 0 0 1 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
47 48 49 50 TOTAL
1 1 1 1 50
0 1 1 1 20
1 1 1 1 23
1 1 1 0 22
0 0 0 0 13
0 0 0 0 16
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
0 0 0 0 0
 Numbers and Number Sense Geome

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Key to Correction
Level of Competency Topics MELCS
1 B C1A Numbers and Number Sense Adds and subtracts simple fractions and mixed numbers without or wit
Adds and subtracts decimals and mixed decimals through ten
2 B C1B Numbers and Number Sense thousandths without and with regrouping.
Adds and subtracts decimals and mixed decimals through ten
3 D C1B Numbers and Number Sense thousandths without and with regrouping.
4 A C1A Numbers and Number Sense Multiplies simple fractions and mixed fractions
Divides whole numbers by decimals up to 2 decimal places and
5 A C1B Numbers and Number Sense Solves
vice routine and non-routine problems involving multiplication
versa
without or with addition or subtraction of fractions and mixed
6 C C1B Numbers and Number Sense fractions using appropriate problem solving strategies and tools
7 C C1B Numbers and Number Sense Solves routine
Divides decimaland
up non-routine
to 4 decimalproblems
places byinvolving division
0.1, 0.01, of
and 0.001.
decimals, mixed decimals, and whole numbers including money
8 B C1B Numbers and Number Sense using
Solvesappropriate problemand
multi-step routine solving strategies
non-routine and tools.
problems involving
9 A C1B Numbers and Number Sense division simple
Divides and anyfraction
of the other operations
and mixed of decimals, mixed
fractions.
decimals, and whole decimals and whole numbers including
10 A C1C Numbers and Number Sense money using appropriate problem sloving strategies and tools
Finds a missing term in a proportion (direct, inverse, and
11 C C1H Numbers and Number Sense Solves problems involving direct proportion, partitive proportion,
partitive)
and inverse proportion in different context such as distance,
12 C C1A Numbers and Number Sense rate, and time using appropriate strategies and tools
13 C C1A Numbers and Number Sense Finds the percentage or rate or percent in a given problem
14 A C1D Numbers and Number Sense Compares and arranges integers on the number line.
15 C C1C Numbers and Number Sense Compares and arranges integers on the number line.
Compares integers with other numbers such as whole numbers,
16 C C1E Numbers and Number Sense fractions and decimals
Performs two or more different operations on whole numbers
17 B C1B Numbers and Number Sense with or without exponents and grouping symbols
18 B C1H Numbers and Number Sense Performs the basic operations on integers.
19 D C1H Numbers and Number Sense Solves percent
Expresses one problems
value as asuch as percent
fraction of increase/decrease
of another given their ratio and vice versa.
(discounts, original price, rate of discount, sale price, marked-
20 B C1A Numbers and Number Sense up price), commission, sales tax, and simple interest.
Defines and illustrates the meaning of ratio and proportion using
21 B C1A Numbers and Number Sense concrete or pictorial models.
Solves routine and non routine problems involving basic
22 D C1B Numbers and Number Sense operations of integers using appropriate strategies and tools
23 B C1H Numbers and Number Sense Gives the value of numbers expressed in exponential notation
24 D C4A Measurement Finds
Readstheandarea of composite
interprets electricfigures formed
and water by readings.
meter any two or more
of the following: triangle, square, rectangle, circle, and semi-
25 C C4B Measurement circle.
26 B C4B Measurement Determines
Solves wordthe relationship
problems of the
involving volume between
measurement a
of surface area
rectangular prism and a pyramid, a cylinder and a cone, a
27 A C4E Measurement cylinder and a sphere
28 B C4H Measurement Calculates speed, distance, and time.
29 C C3A Patterns and Algebra Defines a variable in an algebraic expression and equation
Gives the translation of real-life verbal expressions and
30 D C3H Patterns and Algebra equations into letters or symbols and vice versa
31 B C3F Patterns and Algebra Defferentiates expression from equation
32 B C3H Patterns and Algebra Represents quantities in real-life situations using algebraic expressions and equations.
Solve routine and non-routine problems involving different types
33 D C3H Patterns and Algebra of numerical equation and expressionssuch as 7+9 = __
Solves routine and non-routine problems using data presented
34 A C3B Patterns and Algebra in a pie graph
Solves routine and non-routine problems using data presented
35 D C3B Patterns and Algebra in a pie graph
Statistics and Probability Describes the meaning of probability such as 50% chance of
36 C C5C
rain andlistings
one inand
a million chance of [Link] tells the number of favorable outcomes and
Makes diagrams of outcomes
37 C C5E Statistics and Probability chances using these listings and diagrams.
38 C C5F Statistics and Probability Construct a pie graph based on a given set of data and interpret it.
39 B C5G Statistics and Probability Performs experiments and records outcomes
Makes simple predictionsof events based on the results of
40 D C5G Statistics and Probability experiments