Sample Assessment

Republic of the Philippines

Tool DEPARTMENT OF EDUCATION
Region VI – Western Visayas
Division of Capiz
District of President Roxas
DOMINGO M. LOCSIN ELEMENTARY SCHOOL

FIRST QUARTERLY EXAMINATION

Elementary Mathematics 5
Name: ___________________________________________________ Grade & Section: ____________________
School: __________________________________________________ Date: _____________ Score: __________

Directions: Read and analyze each item carefully. Select the best answer from the choices 1, 2, 3 and 4. Blacken the circle
of the number that corresponds to your answer.. You have one-hour to finish the test. GOOD LUCK KIDS!

1. Which of the following is an example of a commutative property of addition?

6 + (8+5) = (6+8) + 5 10 + 3 = 3 + 10 12 + (7 + 8) 24+0 = 24
2. Identify the property of multiplication used in this equation: (12 + 5) x 2 = (12 x 2) + (5 x 2)
Associative Property Commutative Property Distributive Property Zero Property
3. There are 25 075 chickens, 1 427 geese and 14 320 ducks in a farm. How many animals in the farm are there in all?
40 822 31 025 27 343 12 821
4. A factory produced 325 500 packets of fertilizer in March. The number of packets of fertilizer produced in April is 79 580
more than that in March. How many packets of fertilizer did the factory produced in April?
621 432 560 152 405 080 211 608
5. A farmer bought 114 386 seedlings. He planted 90 214 seedlings. How many seedlings were left?
24 172 16 144 13 682 9 076
6. Anita collects 254 290 stamps. James collects 10 211 stamps less than Anita. How many stamps
does James collect?
101 221 244 079 311 320 401 212
7. A truck can carry 11 439 oranges. How many oranges can 72 trucks carry?
127 541 361 007 538 544 823 608
8. Forty-eight thousand, three hundred seventy-two books are distributed equally to 6 bookshops. How many books does
each bookshop received?
11 302 10 090 9 211 8 062
9. Which of the following are the prime numbers between 25 and 50?
27, 30, 33, 39, 44, 49 29, 31, 37, 41, 43, 47
26, 28, 30, 32, 34, 36, 38, 40 27, 29, 31, 33, 37, 41, 43, 47
10. The following numbers are the common factors of 8 and 24 except ____.
10 8 4 2
11. I am thinking of a number. Its prime factors are 2 x 3 . What is the number?
3

36 54 72 98
3 1
12. Yvonne colored 4 and 8 of a piece of paper in green and blue respectively. Change these to similar fractions?
2 1 6 1 5 3 10 8
and 4 and 8 and 12 and 32
4 8 12 32
1 2
13. Mother bought pepperoni and overloaded pizzas. Joy ate 4 of the overloaded pizza and 8 of the pepperoni pizza while
2 1
Venice ate 5 and 6 of overloaded and pepperoni pizzas respectively. Which of them ate the same amount of pizzas?
Mother Joy Venice none of them
14. The following fractions are reduced to its lowest term except one. Which of this?
98 73 1 81
99 179 250 729
4 1 8 3
15. Jun is having a water therapy. He drinks 6 liter of water in the morning, 2 liter at noon, 9 liter in the afternoon, and 4
liter in the evening. What part of the day does he drink the least?
noon morning evening afternoon
2 5 1
16. Larry is preparing a surprise party for his son’s birthday. He bought 2 4 kilograms of pork, 2 6 kilograms of chicken, 2 4
2
kilograms of beef, and 2 6 kilograms of fish. Which meat he bought that is close to 3 kilograms?
beef chicken fish pork
3 4
17. Gina bought 5 meter of blue lace and 5 meter of yellow lace. How many meters of lace did she buy altogether?
 12 7 2 2
18 15
25 10

18. What will you get if you add and ?

7 3 7 1
1 30 1 1 1
4 10 9
2 1
19. Avita and Racelie drank 9 liter and 3 liter of orange juice respectively. What is the total volume of orange juice that they
have drank?
9 4 5 6
10 6 9 11
20. The Grade V pupils donated rice for the feeding program of the less fortunate children sponsored by their school. Joyce
5 3
donated 6 kilogram, Arlene donated 4 kilogram, and Irene donated 2 kilograms of rice. How many kilograms of rice did
they donate in all?
5 2 1 7
6 6 5 7 4 9 3 12
4
21. In 2013, Clemente bought 11 5 hectares of rice field and 5 hectares of banana plantation. How many hectares of land
did he buy?
4 4 4 4
6 11 16 55
5 5 5 5
1 1 5
22. Mila spent 1 12 hour to do his Mathematics exercise, 2 hour to write an essay, and hour to memorize a short poem.
6
What is the total time spent by her to do her homework?
5 7 19 7
2 12 1 20 1 12 20
2 4
23. After using 2 5 kilograms of sugar to make cakes, Letty still have 3 6 kilograms of sugar left. How much sugar did Letty
have in the beginning?
1 2 32 1
6 15 6 30 5 30 1 15
2 5
24. A squash weighs 1 3 kilogram. A watermelon weighs 2 6 kilograms. About how many kilograms do the two fruits
weigh?
2 3 4 5

For item no. 25

3 3 1
Nelfa bought 8 meter of yellow ribbon, 4 meter of blue ribbon, and 6 meter of red ribbon. How long of ribbons did
she buy in all?

25. What is asked in the problem?

The number of yellow ribbon/s bought. The total number of ribbons bought.
The total length of ribbons bought. The colors of ribbons bought.

26. What will you get if you subtract from ?

4 1 3 7
15 18 2 2
6 9
2
27. There were 48 liters of water in a tank. Vivian used 29 6 liters of water. How much water is left?
1 1 1 1
77 3 43 3 25 3 19 3
1
28. Jason bought 7 kilograms of rambutan. He gave kilograms of it to his friend. How much was left?
2
1 7 1 1
7 6
14 2 2 2
2 7
29. Randy took 2 8 hours to do gardening. He took 8 hour to weed the garden and the remaining time to water the plants.
How many hours did it took him to water the plants?
1 9 3 1
38 28 18 18
3
30. There are 4 cakes on the table. Lilibeth and her family ate 2 4 of the cakes. How many cakes are left on the table?
1 3 3 2
14 64 84 10 4
4 1
31. The length of a piece of rope was 5 7 meter. Dinah cut out 3 7 meter of the rope. How long of the rope is left?
3 5 5 5
27 27 87 15 7
11 8
32. What will you get if you take away from ?
15 9
19 3 7 1
24 6 45 3
9 2
33. Evelyn bought meter of pongee cloth. She used meter of it to decorate her portfolio. How many meters of
10 3
 cloth were left?
7 11 18 9
30 13 30 15
1 3
34. There is 4 liters of mango juice in a jug. The volume of mango juice in a bottle is liter less than that in the jug. How
2 7
much mango juice is there in the bottle?
4 1 3 6
49L 4 14 L 4 14 L 47

2 1
35. Helen cuts a piece of cloth that is 6 3 meters long into 2 parts. One part of the cloth is 2 6 meters long. What is the
length of the other part of the cloth?
1 1 3 2
23 43 89 12 18

For item 36-37.

3 4
Lilia has 2 5 of silk cloth. After using a piece of it, she still has 1 5 meter of cloth left. How long of cloth did Lilia use?

36. What is asked in the problem?

Length of the cloth used by Lilia. Kind of cloth used by Lilia.
Amount of cloth bought by Lilia. Quality of cloth used by Lilia.
37. What is the mathematical sentence?
3 4 3 4
25+15=N 25x15=N
3 4 3 4
25÷15=N 25-15=N

For item numbers 38-40

3 2 8
Jamela bought 5 4 kilograms of flour. She used 2 kilograms and 1 kilograms of flour respectively to bake a
6 12
cake and some cookies. How much flour is left?

38. What is asked?

The number of cakes and cookies baked. The amount of flour bought.
The quantity of flour left. The quantity of flour used.
39. What is the mathematical sentence?
3 2 8 3 2 8
5 4 + (2 6 -112) = N 5 4 – (2 6 +112) = N
3 2 8 3 2 8
5 4 x (2 6 -112) = N 5 4 ÷ (2 6 x 112) = N
40. What is the answer?
1 5 3 1
74 56 14 6

AIM HIGH AND HIT THE MARK!

SIR MARJUN 
 FIRST QUARTERLY EXAMINATION
Mathematics 5

TABLE OF SPECIFICATIONS

COMPREHENSION

APPLICATION

ANSWER KEY
KNOWLEDGE

EVALUATION
SYNTHESIS
ANALYSIS
ITEMS
COMPETENCIES

1 2
Properties of Whole Numbers: Addition and Multiplication
2 3
3 1
Operations of Whole Numbers through Problem Solving: Addition
4 3
5 1
Operations of Whole Numbers through Problem Solving: Subtraction
6 2
Operations of Whole Numbers through Problem Solving: Multiplication 7 4
Operations of Whole Numbers through Problem Solving: Division 8 4
Differentiate prime and composite numbers. 9 3
Give the common factors of given numbers. 10 1
Find prime factors of a number. 11 2
Change dissimilar fractions to similar fractions. 12 2
Identify equal fractions using the cross product method. 13 2
Change fractions to lowest/higher term (LCM/GCF). 14 4
Order dissimilar fractions written in different forms from least to greatest and vice
15 1
versa.
Estimate fractions close to 0, 1/2. or 1. 16 2
Add two to four similar fractions. 17 4
Visualize addition of dissimilar fractions (using concrete and visual/pictorial
18 1
model).
Add dissimilar fractions. 19 3
Add dissimilar fractions and whole numbers. 20 4
Add whole numbers and mixed forms. 21 3
Add mixed forms and dissimilar fractions. 22 1
Add mixed forms. 23 1
Estimate sum. 24 3
Solve word problems involving addition of similar and dissimilar fractions without
or with regrouping following the steps in problem solving. 25 2
Visualize subtraction of fraction and mixed form.(using concrete and
26 2
visual/pictorial model).
Subtract whole numbers from mixed forms without and with regrouping. 27 4
Subtract fractions from whole numbers. 28 4
Subtract fractions from mixed numbers with and without regrouping. 29 3
Subtract mixed numbers from whole numbers. 30 1
Subtract mixed numbers from mixed numbers (with similar fractions). 31 1
32 3
Visualize subtraction of dissimilar fractions.
33 1
Subtract fractions from mixed numbers without and with regrouping. 34 2
Subtract mixed numbers from mixed numbers with and without regrouping 35 2
Solve word problems involving subtraction of fractions following the steps in 36 1
problem solving. 37 4
38 2
Solve word problems/two-step word problems involving addition and subtraction
39 3
of fractions following the steps in problem solving.
40 3

Prepared by:

MARJUN C. BARTOLO
Math Teacher
Checked & Approved by:

ERDA F. BUENAFE, P-II

 Republic of the Philippines
CAPIZ STATE UNIVERSITY
Pontevedra, Capiz

PORTFOLIO IN MATH 218

Methods and Techniques in Teaching
Mathematics

Submitted by:
MARJUN C. BARTOLO
MM Student

Submitted to:
DR. EVANGELINE A. RAMOS
 Subject Teacher

3 DIFFERENT TECHNOLOGIES USED IN TEACHING

MATHEMATICS
5 Math Technology Tools to Engage Students

Preparing 21st Century Students for a Global Society, An Educator's Guide to the "Four Cs" by the National
Education Association states that 21st century learners should possess strong content mastery, as well as the
"Four Cs:"

 Critical thinking and problem solving

 Communication
 Collaboration
 Creativity and innovation

In addition to traditional instructional practices, these goals can be reached through the integration of
technology. As teachers, we need to constantly adjust instructional strategies to engage students in the learning
process and to meet the needs of all students because our ultimate goal is the success of our students. With this
mindset, let's take a look at five different ways to enhance students' mathematical proficiency through
technology.

1. Sum Dog

Sum Dog is a scientifically proven and evidence-based digital learning tool that engages students in interactive
mathematical activities. It is aligned to the Common Core and key state standards. It adapts lessons to meet
individual student needs as well as providing progress reports to assess mastery of learning standards.

In the math classroom, students can get on Sum Dog to practice learned skills independently after a mini-lesson.
They can use the progress reports to reflect on their learning and set their own pace. Teachers may use the
assessment data to guide their lessons and to provide differentiated instruction based on needs of individual
student.

2. Google Classroom

Google Classroom is another great resource for classroom management and student collaboration. Using this
service, teachers can create classes, post announcements, add a class resource page for their students, create and
assign homework, and record assessment data. Students are able to share their work and collaborate
electronically.
I created a math class for first grade and uploaded videos that can then be used as flipped classroom lessons.
Watching the videos will allow students to learn about the lesson topic and complete the assignment that is
posted in the Google Classroom. Students have the option to work in small groups or work independently. They
can also share their work with others around the world, which makes it easy to connect and collaborate both
within and beyond the classroom setting.

Teachers can set a due date for each assignment and the system will automatically track the submission of
assignments, greatly reducing the teacher's workload.

3. Haiku Deck

Haiku Deck is another valuable online resource for students to create projects and presentations. Students can
choose their fonts and layouts from thousands of available templates and images to create their own unique
design.

In math class, teachers and students can take advantage of the images and templates and make presentations to
explain basic concepts as well as different strategies to solve math problems.

4. Plickers
Plickers is a powerful online tool that allows teachers to collect formative assessment data without the need for
student electronic devices. All students can participate and engage in learning regardless of their ability to
afford a smartphone or tablet.

5. Popplet

Popplet is an online resource to capture and organize ideas. Students can use it as a thinking map to visualize
and learn mathematical concepts. Popplet will enable students top capture facts, thoughts and images in order to
create relationships between them. The multiplication anchor chart (above) is just one example of students using
Popplet to organize their thoughts and learn to create relationships between numbers.

Incorporating technology into math in an authentic way can seem daunting. However, it can yield great results
and help students see the real-world connections math can provide.
1 DIFFERENT METHODS AND TECHNIQUES IN
TEACHING MATHEMATICS
Essential Strategies in Teaching Math

We all want our kids to succeed in math. And, in most districts, standardized tests are the way understanding is
measured. Yet, no one wants to teach to the test. Being intentional and using creative approaches to your
instruction can get students excited about math. These essential strategies in teaching mathematics can make
this your class’s best math year ever.

1. Raise the bar for all.

It can be a challenge to overcome the socially acceptable thought I was never good at math, says Sarah Bax, a
math teacher at Hardy Middle School in Washington, D.C. Rather than being born with or without math talent,
kids need to hear from teachers that anyone who works hard can succeed. “It’s about helping kids have a growth
mindset,” says Bax. “Practice and persistence make you good at math.” Tell students about the power and
importance of math with enthusiasm and high expectations.

2. Don’t wait—act now!

Look ahead to the specific concepts students need to master for annual end-of-year tests and pace instruction
accordingly. “You don’t want to be caught off guard come March thinking that students need to know X for the
tests the next month,” says Skip Fennell, project director of Elementary Mathematics Specialists and Teacher
Leaders Project and professor emeritus at McDaniel College in Westminster, Maryland. Know the specific
standards and back-map your teaching from the fall so students are ready.

3. Create a testing pathway.

Use formative assessments to ensure that students are understanding the concepts. What you learn can guide
your instruction and determine next steps, says Fennell. Testing is not something separate from your instruction.
It should be integrated into your planning. Instead of a quick exit question or card, give a five-minute quiz to
confirm students have mastered the math skill covered in the day’s lesson. A capable digital resource designed
to monitor your students in real time can also be an invaluable tool, providing actionable data to inform your
instruction along the way.

4. Observe, modify, and reevaluate.

Walk through your classroom as students work on problems and observe the dynamics. Talk with students
individually and include “hinge questions” in your lessons plans to gauge understanding before continuing,
suggests Fennell. In response, make decisions to go faster or slower or put students in groups.

5. Personalize and offer choice.

When students are given the opportunity to choose how they learn and demonstrate their understanding of a
concept, their buy-in and motivation increase. It gives them the chance to understand how they learn best,
agency over their own learning, and the space to practice different approaches to solving math problems. Give
students a variety of options, such as timed exercises, projects, or different materials, to show that they’ve
mastered foundational skills. As students show what they’ve learned, teachers can track understanding, figure
out where students need additional scaffolding or other assistance, and tailor lessons accordingly.

6. Encourage math talk.

Engage students during conversations about their work and have them describe why they solved a problem in a
certain way. “My goal is to get information about what students are thinking and use that to guide my
instruction, as opposed to just telling them information and asking them to parrot things back,” says Delise
Andrews, who taught math (K–8) and is now a 3–5 grade math coordinator in the Lincoln Public Schools in
Lincoln, Nebraska. Instead of seeking a specific answer, Andrews wants to have deeper discussions to figure
out what a student knows and understands. “True learning happens a lot around talking and doing math—not
just drilling,” she says.

7. Seek to develop understanding.

Meaningful math education goes beyond memorizing formulas and procedures. Set high goals, create space for
exploration, and work with the students to develop a strong foundation. “Treat the kids like mathematicians,”
says Andrews. Present a broad topic, review various strategies for solving a problem, and then elicit a formula
or idea from the kids rather than starting with the formula. This creates a stronger conceptual understanding and
mental connections with the material for the student.

8. Choose meaningful tasks.

Kids get excited about math when they have to solve real-life problems. For instance, when teaching sixth
graders how to determine area, present tasks related to a house redesign, suggests Fennell. Provide them with
the dimensions of the walls and the size of the windows and have them determine how much space is left for the
wallpaper. Or ask them to consider how much tile is needed to fill a deck.

9. Allow for productive struggle.

When giving students an authentic problem, ask a big question and let them struggle to figure out several ways
to solve it, suggests Andrews. “Your job, as a teacher, is to make it engaging by asking the right questions at the
right time. So you don’t take away their thinking, but you help them move forward to a solution,” she says.
Provide as little information as possible but enough so students can be productive. Effective math teaching
supports students as they grapple with mathematical ideas and relationships. Allow them to discover what
works and experience setbacks along the way.

10. Build excitement and reward progress.

Consider having students earn points and receive certificates, stickers, badges, or trophies as they progress.
Weekly announcements and assemblies that celebrate the top players and teams can be really inspiring for
students. “Having that recognition and moment is powerful,” says Bax. “Through repeated practice, they get
better, and they are motivated.”

11. Encourage teacher teamwork and reflection.

Collaborate with other teachers to improve your math instruction skills. Start by discussing the goal for the math
lesson, what it will look like, and plan as a team to be most effective. “Together, think through the tasks and
possible student responses you might encounter,” says Andrews. Reflect on what did and didn’t work to
improve your practice
.

EFFECTIVE STRATEGIES IN TEACHING ELEMENTARY MATHEMATICS

Mathematics can be a difficult subject for elementary schoolchildren to grasp. The abstract nature of the
concept often makes it challenging to explain to young learners. Teaching elementary math is much easier with
the help of a variety of teaching tools that help make mathematical concepts more concrete and demonstrate to
students how they will use math in their everyday lives.

1. Number Lines
A number line is a simple, affordable and incredibly valuable mathematical teaching tool. When students begin
to learn math, they develop number sense. Number sense is the understanding of what numbers are and how
they relate to each other. A student who knows that six is a larger number than four has a basic concept of
number sense. Number lines provide students with a concrete representation of the number system. When
students first begin counting or start to learn the basic operations of addition and subtraction, number lines can
help them compare the values of numbers as well as remember the order of the digits.

2. Times Tables
When developing early math skills, students must learn basic multiplication facts by heart. Times tables have
been a fall-back tool for years, but they remain valuable. By practicing times tables with students, teachers can
ensure that their students can quickly recall the basic multiplication facts needed when they move on to more
advanced mathematical concepts in higher grades.

3. Manipulatives
Manipulatives are hands-on tools that help students figure out simple or complex math problems. Teachers
commonly use brightly colored plastic or wooden blocks as manipulatives, but you can use any concrete object,
including small plastic fruits, little pieces of candy or toothpicks. When students first see an addition problem,
the concept is foreign to them. It can be difficult for them to visualize a situation in which a quantity is added to
another quantity. Through the aid of manipulatives, teachers can demonstrate how the concept works. If a
student is trying to determine what two plus two is, he can easily solve the problem by taking two manipulatives
then taking two more. Then all he has to do is count to determine the sum of the numbers.

4. Story Problems
Story problems allow students to see how they will use mathematical concepts in class in real life. Learning
how to add, subtract, multiply and divide is only half the battle. The skills are nearly useless if students cannot
apply them to real-life situations. By integrating story problems into daily lessons, teachers can effectively
ensure that their students understand how to use math in everyday life. Also, story problems help students
understand the relevance of math. Through story problems, students can begin to see that the concepts they are
learning are not only useful in school, but that they have inherent value due to real-world applications.
2 DIFFERENT KINDS OF ASSESSMENT TOOLS
Pre-assessment or diagnostic assessment

Before creating the instruction, it’s necessary to know for what kind of students you’re creating the instruction.
Your goal is to get to know your student’s strengths, weaknesses and the skills and knowledge they posses
before taking the instruction. Based on the data you’ve collected, you can create your instruction.

Formative assessment

Formative assessment is used in the first attempt of developing instruction. The goal is to monitor student
learning to provide feedback. It helps identifying the first gaps in your instruction. Based on this feedback
you’ll know what to focus on for further expansion for your instruction.

Summative assessment

Summative assessment is aimed at assessing the extent to which the most important outcomes at the end of the
instruction have been reached. But it measures more: the effectiveness of learning, reactions on the instruction
and the benefits on a long-term base. The long-term benefits can be determined by following students who
attend your course, or test. You are able to see whether and how they use the learned knowledge, skills and
attitudes.

Confirmative assessment

When your instruction has been implemented in your classroom, it’s still necessary to take assessment. Your
goal with confirmative assessments is to find out if the instruction is still a success after a year, for example, and
if the way you're teaching is still on point. You could say that a confirmative assessment is an extensive form of
a summative assessment.

Norm-referenced assessment

This compares a student’s performance against an average norm. This could be the average national norm for
the subject History, for example. Other example is when the teacher compares the average grade of his or her
students against the average grade of the entire school.

Criterion-referenced assessment

It measures student’s performances against a fixed set of predetermined criteria or learning standards. It checks
what students are expected to know and be able to do at a specific stage of their education. Criterion-referenced
tests are used to evaluate a specific body of knowledge or skill set, it’s a test to evaluate the curriculum taught in
a course.