REPUBLIC OF THE PHILIPPINES

WESTERN MINDANAO STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
BACHELOR OF SECONDARY EDUCATION-MATH
2ND SEMESTER (S.Y.2021-2022)

ASSESSMENT
AND
EVALUATION
IN
MATHEMATICS
AS 16 MATH 115
Week 2
*Topic/Title of the Lesson
I. Outcomes-based Assessment
1. DepEd Mathematics Curriculum Guide
2. Intended Learning Outcomes Based on the DepEd Mathematics Curriculum
Guide
 *Objectives
At the end of the lesson, the pre-service teacher (PST) should be able to:
A. Construct intended learning outcomes based on the DepEd Mathematics Curriculum Guide .
B. Construct a test questions based on the Deped Mathematics Curriculum Guide.
C. Map the at least 5 competencies related to the topic in Mathematics.

*Introduction

Mathematics is one subject that pervades life at any age and in any
circumstance. Thus, its value goes beyond the classroom and the school.
Mathematics as a school subject, therefore, must be learned comprehensively and
with much depth. The twin goals of mathematics in the basic education levels, K-
10, are Critical Thinking and Problem Solving. Critical thinking, according to
Scriven and Paul (1987) is the intellectually disciplined process of actively and
skilfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief and action.
On the other hand, according to Polya (1945 & 1962), mathematical
problem solving is finding a way around a difficulty, around an obstacle, and
finding a solution to a problem that is unknown. These two goals are to be
achieved with an organized and rigorous curriculum content, a well-defined set of
high-level skills and processes, desirable values and attitudes, and appropriate
tools, taking into account the different contexts of Filipino learners. There are
five content areas in the curriculum, as adopted from the framework prepared by
MATHTED & SEI (2010): Numbers and Number Sense, Measurement,
Geometry, Patterns and Algebra, and Probability and Statistics.
The specific skills and processes to be developed are: knowing and
understanding; estimating, computing and solving; visualizing and modelling;
representing and communicating; conjecturing, reasoning, proving and decision-
making; and applying and connecting. The following values and attitudes are to
be honed as well: accuracy, creativity, objectivity, perseverance, and productivity .

*Content
 Study the DepEd Curriculum Guide in Mathematics specifically from Grade 7-Grade 10
Math.
 Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and
figures, functions, logic, and reasoning. Mathematics is also a tool of science and a
 language complete with its own notations and symbols and “grammar” rules, with
which concepts and ideas are effectively expressed.

 The contents of mathematics include Numbers and Number Sense, Measurement,

Geometry, Patterns & Algebra and Statistics and Probability.

 Numbers and Number Sense as a strand include concepts of numbers, properties,

operations, estimation, and their applications.

 Measurement as a strand includes the use of numbers and measures to describe,

understand, and compare mathematical and concrete objects. It focuses on attributes
such as length, mass and weight, capacity, time, money, and temperature, as well as
applications involving perimeter, area, surface area, volume, and angle measure.

 Geometry as a strand includes properties of two- and three-dimensional figures and

their relationships, spatial visualization, reasoning, and geometric modelling and proofs.

 Patterns and Algebra as a strand studies patterns, relationships, and changes among
shapes and quantities. It includes the use of algebraic notations and symbols,
equations, and most importantly, functions, to represent and analyze relationships.

 Statistics and Probability as a strand is all about developing skills in collecting and
organizing data using charts, tables, and graphs; understanding, analyzing and
interpreting data; dealing with uncertainty; and making predictions about outcomes.

 The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at

Grades 11 to 12. More importantly, it pro vides necessary concepts and life skills
needed by Filipino learners as they proceed to the next stage in their life as learners
and as citizens of the Philippines.

How to construct intended learning outcomes in Mathematics?

Learning Outcomes: Construction
 Learning can be defined as lasting change caused by experience. Learning cannot be
observed directly but it can be inferred from behaviour.
 Learning outcomes and objectives, written from a student perspective, communicate
what the student needs to do in order to demonstrate that they met the learning expectations.
 Taxonomies in teaching and learning are systems used to classify learning outcomes and
objectives into levels of complexity and specificity. Taxonomies aid in verb selection.
 There are three major domains of learning: cognitive, psychomotor, and affective. It is not
unusual for taxonomies focus on one domain. Below are definitions and illustrations of
taxonomy wheels.
1. Cognitive (knowledge):
What students should know and understand?
2. Psychomotor (skills):
What students should be
able to do?
3. Affective (attitudes):
What students’ opinions will be about the subject matter?
Cognitive Level of Typical Use Sample Verbs
Process Complexity
Remembering Lowest Recall facts define, describe, duplicate, find,
identify, list, locate, memorize, name,
recall, recognize, repeat, reproduce,
retrieve, state.
Understanding L Explain concepts classify, describe, discuss, explain,
estimate, identify, locate, paraphrase,
predict, recognize, report, select,
summarize, translate .
Applying L-M Use information apply, carry out, choose, demonstrate,
in a new way dramatize, employ, execute, illustrate,
implement, interpret, operate,
schedule, show, sketch, solve, use,
write.
Analyzing M-H Differentiate attribute, compare, contrast, criticize,
between deconstruct, differentiate, discriminate,
components distinguish, examine, experiment, find,
integrate, organize, outline, question,
test.
Evaluating H Produce appraise, argue, check, conclude,
judgement critique, defend, detect, evaluate,
explain, experiment, hypothesize,
judge, monitor, select, support, test,
value.
Creating Highest Assemble assemble, construct, create, design,
elements into develop, devise, formulate, invent,
novel product plan, produce, make, write.

EXAMPLE:
Unit Learning Outcome Topic Learning Objectives
Produce a policy relating to Define recycling (remembering).
recycling on campus (creating).
 Identify the problem with recycling on campus
(remembering).
Summarize the community’s concerns
regarding recycling on campus (understanding).
Develop steps, regulations, and procedures for
effective recycling on campus (analyzing).
Outline, in an organizational chart, the roles
responsible for recycling on campus (applying).

Example:
Unit Topic: Topic Learning Objectives:
PATTERNS AND ALGEBRA At the end of the lesson, 90% of the students are
expected to:
1. Factoring By Special Factor completely polynomials with common
Products. monomial factor(CMF),perfect square trinomial
2. Factoring By (PST),difference of two squares (DOTS) and sum and
Grouping and difference of two cubes (SDOTC).
Factoring General Determine the value that will make a rational
Trinomials expression undefined.
3. Rational Algebraic Solve problems involving factoring polynomials.
Expressions
Simplify rational algebraic expressions.

Recognize patterns can simplify their everyday

work.
Realize and appreciate that a rational expression is
better if expressed in simplest form.
Relate the lessons in real life setting.

How to construct test questions based on the DepEd Curriculum Guide?

Topic: SETS AND SET OPERATIONS
Competency from DepEd Test Questions:
Curriculum Guide
The Learner:
1. Solves problems __________1. If A={3,6,9,12,15} and B={6,12,18,24,30},find A ∩
involving Sets B?
a. {6,12} c. 5
b. { } d. {15,30}
__________2. What is the cardinality of the given set
{0,1,2,3,4,5,6,}?
a.5 b.7 c.-2 d. 0
__________3. Given A={1,2,3,4,5} and B={ 4,5,6,7,8}. Find A∪B?
a. A∪B={4,5,6,7,8} c. A∪B ={1,2,3,4,5,6,7,8}
b. A-B={1,2,3,4,5,6,7,8} d. A∪B ={4,5}

2. Use Venn Diagram to Given the Venn Diagram below, list the members of the specified sets
represents sets, of the following A={1,2,3,4,5} and B={ 4,5,6,7,8}.
subsets and set
operations.
 A A ∪B B
3. Illustrates the union Given A={1,2,3,4,5} and B={ 4,5,6,7,8}.
and intersection of 1. Find A∪B?
sets. 2. Find A∩B?

How to construct a map of the competency from the DepEd Curriculum Guide with the intended
learning outcomes?
CONTENT CONTENT PERFORMANCE Competency/ies Intended
STANDARDS STANDARDS Learning
Outcomes:
At the end of
the lesson,90%
of the students
are expected to:
PATTERNS AND Students will be Students is able 1. Illustrates the *Determine the
ALGEBRA able to to model union and union and
demonstrates situations using intersection of intersection of
understanding of oral, written, sets. sets.
key concepts of graphical, and 2. Use Venn *Use a Venn
algebraic algebraic Diagram to diagram to
expressions, the methods in represents sets, illustrate and
properties of solving problems subsets and set represent a
real numbers as involving operations. specific set.
applied in linear algebraic *Identify the
equations, and expressions, elements of the
inequalities in linear equations, sets from the
one variable. and inequalities given Venn
in one variable. diagram.
3. Solves *Perform set
problems operations
involving Sets *Find the
number of
subsets of a
given set.

*Practice/Exercises
INSTRUCTION: Choose atleast 10 competencies from the DepEd Curriculum Guide in
Mathematics and construct one test question that corresponds to the competency. Choose
from the competency in Grade 7-Grade 10 MATHEMATICS.

Competency from DepEd Test Questions:

Curriculum Guide
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

*Assessment
INSTRUCTION: ANSWER THE FOLLOWING QUESTIONS: Construct/Create the
following .Refer to the DepEd Curriculum Guide in Mathematics.
1. Construct at least 5 intended learning outcomes based on the content of Mathematics (Choose
from the 5 contents: Numbers and Number Sense,Measurement, Patterns and Algebra and
Statistics and Probability).
Example: Patterns and Algebra
INTENDED LEARNING OUTCOMES:
Unit Topic: Topic Learning Objectives:
________________________ At the end of the lesson, 90% of the students are
expected to:
1.
2.
3.

2. Based on number 1, construct a map with at least 5competency from the DepEd Curriculum
Guide.
Example:
CONTENT CONTENT PERFORMANCE Competency/ies Intended
STANDARDS STANDARDS Learning
Outcomes
1. 1. 1.
2.
3.
2. 2.

______________ ______________
3. 3.

4. 4.

5. 5.

References:
DepEd Curriculum Guide in Mathematics