Region I

Division of Ilocos Sur

SINAIT NATIONAL HIGH SCHOOL
Sinait, Ilocos Sur

JUNIOR HIGH SCHOOL DEPARTMENT

ACTION RESEARCH

BLOCK METHOD: ENHANCING THE PROBLEM

SOLVING SKILLS OF GRADE 7 STUDENTS ON
WORD PROBLEMS

JANIS KRISTINE A. TABUNO

Teacher III

RAQUEL I. MAYPAY
Head Teacher III, Mathematics

BENEDICTO I. BAUTISTA
Research Coordinator

ROSE VITCHIE R. CALPITO

Assistant School Principal II, JHS

MARISA G. VALORIA
School Principal IV
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ABSTRACT

Solving word problems is one of the learning competencies where learners apply all

the concepts they’ve learned in Mathematics. It is then very important that learners have a

clear understanding of the problem so that they can successfully arrive at the right solution

and answer.

The Block Method is an approach to problem solving that makes use of rectangular

blocks which the researcher would like to introduce to the Grade 7 students of Sinait

National High School.

Sixty-eight (68) grade 7 Special Science Class students of Sinait National High

School were the participants of the study. One class was selected as the control group

exposed to the traditional method of teaching the lesson which is a direct instruction of

solving a word problem in a standard sequence of manipulating variables and one as the

experimental group exposed to the Block Method. Both classes were taught synchronously

online. A pretest and a posttest were administered in both groups. In the analysis of the

data, the researcher used mean to determine the level of problem solving skills of the

participants on word problems and the t-test to determine the significant difference in the

mean scores between the students exposed to traditional method and the students exposed

to Block Method.

Results of the study indicated that the level of problem solving skills of the students

on word problems improved from poor to satisfactory in the control group and from poor to

very satisfactory in the experimental group. There was also a significant difference in the

mean scores between the two groups. The students exposed to the Block Method performed

better than those taught using the traditional method. It is then recommended that the Block

Method be used as a teaching strategy in solving word problems.

Keywords: Block Method, Word Problem Solving

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ACKNOWLEDGEMENT

The completion of this study would not have been possible had it not been for the

special people who have supported the researcher throughout the study. With utmost

gratitude, the researcher would like to acknowledge the following who served as inspiration

and who have unselfishly shared their expertise for the success of this undertaking:

MARISA G. VALORIA, Principal IV of Sinait National High School, for her continuous

and tremendous support to the whole school towards attaining a remarkable institution;

DR. BENEDICTO I. BAUTISTA, Research Coordinator of Sinait National High School

for his vision, sincere motivation and invaluable guidance throughout this research;

RAQUEL I. MAYPAY, Head Teacher III of SNHS Math Department, ROMELINDA S.

DE GUZMAN, Master Teacher II and ELIZABETH R. RAPADAS, Master Teacher I for their

constant support and mentorship;

THE PARTICIPANTS, the Grade 7–SSC Enthusiasm and 7–SSC Patriotism

students, for their cooperation during the conduct of the study;

PARENTS of the participants, for allowing willingly their children to be part of this

study; and

Above all, to GOD ALMIGHTY, for giving the researcher strength, wisdom, ability and

opportunity to undertake this research study. Without His blessings, this achievement would

not have been possible.

J. K. A. T.
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CONTEXT AND RATIONALE

Mathematics consists of skills and processes. Skills include the basic arithmetical

concepts and algorithms while processes of mathematics are the ways of using the skills in

new situation. Problem solving is a mathematical process. One must know what to look for,

hence understanding of the problem is essential. Looking for clues and strategizing how to

solve it are also part of the problem-solving process. In fact, the goal of learning

mathematics is to make one a better problem solver. Polya (1945) suggested four stages of

problem solving: (1) understand and explore the problem; (2) find a strategy; (3) use the

strategy to solve the problem; and (4) look back and reflect on the solution. With this, one

cannot solve a problem unless he/she can understand it. One of the difficulties that students

encounter in problem solving is the misrepresentation of the word problems.

The Block Method approach in solving word problems in mathematics is a pictorial

representation of the problem in the form of rectangular regions or blocks to visualize

mathematical concepts and solve problems. It helps learners to attain an understanding of

how a problem needs to be solved and calculated. This approach has been popularized in

Singapore because of its remarkable improvement in the math performance of their

students.

According to the Trends in International Mathematics and Science Study (TIMSS)

2019, the Philippines scored 297 in math making it the lowest among 58 countries. Only 1%

of Filipino students reached the high benchmark with a description of “Students apply

conceptual understanding to solve problems.”

In Sinait National High School, one of the least mastered competencies in math is on

problem solving according to the latest report submitted by the math teachers.

With this, the researcher would like to determine the effectiveness of the Block

Method in enhancing the problem solving skills on word problems of Grade 7 students in

Sinait National High School.

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This would be beneficial both for the students and math teachers in Sinait National

High School. For the students, as this method would help them visualize and solve math

problems easily and for the math teachers, as this would be an addition to their teaching

strategies and a basis in conceptualizing more innovative methods in teaching math.

INNOVATION, INTERVENTION AND STRATEGY

Problem solving has played a central role in mathematics. Without a problem, there

is no mathematics. It is with problem solving that learners develop a deeper understanding

of mathematical concepts and so they learn to appreciate its importance to their life beyond

the school. Math is not all about getting the correct answer but it should be more on the

process and experience of the students as they go through the problem. According to Polya

(1945), the worst may happen if the student embarks upon computations or constructions

without having understood the problem. Math teachers should guide the students for them to

succeed in understanding and tackling the problem.

With that, the researcher would like to introduce the use of the Block Method in

solving word problems to the Grade 7 students in Sinait National High School.

This strategy in teaching math uses visual representations using blocks that might

eventually alter the traditional way of teaching the lesson on solving word problems which is

setting a standardized step-by-step manipulation of numbers and symbols. The Block

Method helps the students to visualize word problems easily. It is central to math mastery,

the pictorial stage in the concrete pictorial abstract (CPA) approach to learning. Teaching

students how to use the Block Method can help them to understand conceptually the knowns

and unknowns of a problem and how to tackle the problem. This strategy was first developed

in Singapore in the 1980s as part of their math program. The Singapore math program is

organized in a mastery framework where emphasis is distributed among the development of

conceptual understanding, procedural fluencies, and problem solving skills (Singapore

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Ministry of Education). From a similar study by Hoven and Garelick (2007), “Singapore Math

students begin solving simple multi-step word problems in third grade, using a technique

called the “bar model” or “block method”. Later grades apply this same method to more and

more difficult problems, so that by sixth grade they are solving very difficult problems”.

The Block Method has different models in solving different types of mathematics

problems. These are the Part-Whole model and the Comparison model.

The Part-Whole model represents the relationship between a whole and its

component parts. The rectangular blocks represent the known and unknown quantities as

parts of a whole. A horizontal block shows the whole amount. Underneath it is an identical

block which is divided into pieces to show the parts of the whole. All the blocks should be

proportional to each other.

The Comparison model shows how big and small quantities are related to each

other. The rectangular blocks are arranged vertically underneath each other so learners can

see the difference in the length of the blocks.

Word problems on different math topics like whole numbers, fractions, decimals,

ratio, and percentage can be solved using variations or combinations of the types of block

method.

ACTION RESEARCH QUESTIONS

This study primarily aimed to determine the effectiveness of the Block Method

approach in enhancing the problem solving skills of the Grade 7 students in solving word

problems.

Specifically, this study attempted to answer the following questions:

1. What is the level of problem solving skills of the participants on word problems before

and after their exposure to the Block Method and to the traditional method?
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2. Is there a significant difference between the pretest and posttest mean scores in

each of the groups of Grade 7 students – experimental and control?

3. Is there a significant difference between the posttest mean scores of the

experimental group and the control group?

ACTION RESEARCH METHODS

This section presents the sampling, data collection, ethical issues, and plan for data

analysis.

Participants and/or Other Sources of Data and Information

The subjects involved in this study were the students from the two (2) Special

Science classes of Grade 7 in Sinait National High School who have access to synchronous

online class. The Grade 7 students include 35 students from 7 SSC Enthusiasm and 33

students from 7 SSC Patriotism. The control group and the experimental group were

selected. The distribution of the student participants is presented in Table 1.

Table 1

Distribution of Student Participants

Grade and Section Number

7 SSC Enthusiasm (experimental) 35

7 SSC Patriotism (control) 33

Total 68

Data Gathering Methods

To gather the data needed in this study, the researcher did the following procedures.

Upon approval of the research proposal, the researcher asked permission from the

Principal of Sinait National High School to conduct the study. The researcher also asked the

consent of the parents to conduct a synchronous online class with the participants. When
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permission was granted, coordination on class scheduling, instructional process and test

administration was made.

Prior to instruction in class, a pretest was administered. The test which consisted of

30 multiple choice items underwent validation by the SNHS Head Teacher and two (2)

Master Teachers of the Math Department. Table 2 shows the summary of the content

validation of the test instrument. The raters agreed that the statements mentioned in the

criteria are Very Much Evident in the test instrument.

Table 2

Summary of the Content Validation of the Test Instrument

Evaluators
Criteria Mean
1 2 3
1. Are the test items in accordance of the scope and
5 5 5 5
sequence provided by the Department of Education?
2. Are the test items representatives of the expectancies
5 5 5 5
in Math 7?
3. Are the test items appropriate to the level of Grade 7
4 5 5 4.67
students?
4. Are the test items easy to be read by the students? 5 5 5 5
5. Are the words used in the test suited to the level of the
4 5 4 4.33
Grade 7 students?
OVERALL 4.8

Norms Descriptive Rating

4.21 – 5.00 Very Much Evident
3.41 – 4.20 Very Evident
2.61 – 3.40 Evident
1.81 – 2.60 Less Evident
1.00 – 1.80 Not Evident
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The test was administered via google forms during an online class meeting where

they are being monitored by the researcher. The participants were given an hour to answer.

Right after the examination, the online test was closed. Answers of the participants were

checked and recorded. One (1) point was awarded for each correct answer. No mark was

deducted for incorrect answers and for skipping a question.

A synchronous online class was used as a platform both for the experimental and the

control group. The experimental group was exposed to the Block Method. In this

intervention, students were taught how to use rectangular blocks in representing known and

unknown quantities in order to solve the problem easily. On the other hand, the control group

was taught using the traditional way of learning the lesson where a step-by-step approach is

used in solving math problems. Four online meetings were allocated in each group in the

administration of the experiment.

After the instruction, a posttest was administered in a similar way as the pretest. The

pretest and posttest were composed of the same set of questions but were arranged in

different orders. The pretest and posttest scores of the students were tabulated, compared

and analyzed by the researcher. To interpret clearly the results of the performance of the

students both in the pretest and posttest, the following arbitrary norms were used:

Norms Descriptive Rating

24.0 – 30.0 Outstanding
18.0 – 23.9 Very Satisfactory
12.0 – 17.9 Satisfactory
6.0 – 11.9 Poor
0.0 – 5.9 Very Poor
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Data Analysis

The statistical tools that were used in the study are the following:

1. Mean to determine the level of problem solving skills on word problems of the Grade

7 students in Sinait National High School exposed to the two instructional methods.

2. T-test for two dependent samples to analyze the significant difference between the

pretest and posttest scores of the students.

3. T-test for two independent samples to analyze the significant difference of the pretest

and posttest scores between the control and experimental groups.

DISCUSSION OF RESULTS AND REFLECTION

This chapter deals with the discussion of results and reflection of data gathered in the

conduct of the study. The data were presented in tabular and textual forms, and the results

are as follows:

Problem 1. What is the level of problem solving skills of the participants on

word problems before and after their exposure to the Block Method and to the

traditional method?

Table 3 presents the level of problem solving skills on word problems of the

participants in the control group and the experimental group.

Table 3
Level of Problem Solving Skills on Word Problems of the Control Group and the
Experimental Group

Control Group Experimental Group

Pretest Posttest Pretest Posttest

DR DR DR DR

6.03 Poor 17.09 Satisfactory 6.54 Poor 23.14 Very

Satisfactory
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It is shown in Table 3 that the level of problem solving skills on word problems of the

students in the experimental group improved from Poor to Very Satisfactory. Also, it can be

seen from the table that the level of problem solving skills on word problems of the students

in the control group improved from Poor to Satisfactory. This shows that there was an

improvement in both groups. The results imply that the students improved their problem

solving skills on word problems when taught under traditional method or using the Block

Method. This is because an instruction, traditional method or Block Method, was done after

giving the pretest to the students. These findings are consistent with the study of Maputol

(2019) entitled “The Use of Bar Models in Solving Mathematical Problems: Its Effect on

Academic Performance” stating that there is an improvement in the learnings of the students

in both the traditional and Bar Models.

Problem 2. Is there a significant difference between the pretest and posttest

mean scores in each of the groups of Grade 7 students – experimental and control?

Table 4 presents the difference between the pretest and posttest mean scores in

each of the groups of Grade 7 students – experimental and control.

Table 4

Difference between the Pretest and Posttest Mean Scores of Grade 7 Students

Statistics Control Experimental

Mean Difference 11.06 16.60

df 32.0 34

t-value - 13.97 - 40.45

pprob 1.8 x 10-15 1.2 x 10-30

Students’ problem solving skills on word problems in the pretest and posttest for the

experimental group was compared. The mean difference was 16.60. The positive gain

indicates that students learned after the instruction. The results also show that at 0.05 level
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of significance, t-value of -40.45 (pprob = 1.2 x 10-30) lead to the rejection of the null hypothesis

that the pretest and posttest mean scores of the experimental group are equal. This implies

that the pretest and posttest mean scores of the experimental group are significantly

different from each other. These results imply that using the Block Method as an approach in

teaching word problem solving could improve significantly the problem solving skills of

students. Similarly, the use of the traditional method or the lecture method in teaching word

problem solving significantly improved the students’ skills. The comparison between the

pretest and posttest scores for the control group gives a mean difference of 11.06. This also

implies that the control group gained knowledge after the instruction period. The calculated t-

value of -13.97 (pprob = 1.8 x 10-15) lead to the rejection of the null hypothesis that pretest and

posttest mean scores of the control group are equal. This very small p-value indicates that

the difference between the pretest and posttest mean scores is statistically significant. It can

also be seen from the table that the mean difference between the pretest and posttest

scores in the experimental group is higher than that in the control group. According to the

study of Maputol (2019), the teacher was able to let the students understand the lesson after

the instruction using either the traditional method or the Block Method.

Problem 3. Is there a significant difference between the mean scores of the

experimental group and the control group?

The table below shows the difference between the mean scores in solving word

problems of Grade 7 students of the experimental group and the control group.

Table 5

Difference between the Mean Scores of the Experimental and the Control Groups

Statistics Pretest Posttest

Mean difference 0.51 6.05

df 66 66

t-value 0.97 9.34

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pprob 0.17 5.5 x 10-14

A comparison of pretest scores between the experimental group and the control

group was performed to check for possible differences in prior knowledge. The t-test for

equality of means yielded a p-value of 0.17 which is greater than 0.05 leading to the decision

of not rejecting the null hypothesis that the mean pretest scores of the two groups are

significantly the same. This suggests that statistically, there is no significant difference in

prior knowledge between the experimental and control groups, that is, all the students in

both groups had similar knowledge background.

From the results in Table 3, the posttest mean score of the experimental group is

higher than the posttest mean score of the control group. Table 5 shows a mean difference

of 6.05 in the posttest between the two groups. The calculated t-value of -9.34 (p prob= 5.5 x

10-14) indicates that the posttest mean score between the control group and the experimental

group are significantly different from each other. This means that the Block Method is better

than the traditional method in improving the students’ skills in solving word problems. It

implies that drawing pictorial representation, that is, using rectangular blocks in solving

mathematical problems improves the performance of learners. With a similar study by Morin

(2017), bar modeling drawing is an effective strategy for increasing students’ accuracy and

improving their cognitive skills in solving math word problems.

ACTION PLAN
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Objectives Output Activities Person(s) Schedule

Responsible
To prepare a research Action Writing and Researcher/ December
proposal for approval in Research Consultation School 2020
the SDO Proposal Head/EPS in
Math
To gather pertinent Ready/ Conducting the Researcher/ June -
data intended for the Available Research, Reading School Head/ July 2021
research Data works, studies and Grade 7
researches about students of
the selected topic Sinait NHS
To prepare the final Action Writing of the Researcher/ August
draft of the paper for Research completed research School Head/ 2021
submission, publishing Final EPS in Math
and presentation Paper
To disseminate and Dissemination Researcher/ December
utilize the result of the through LAC Department 2021
action research sessions Head/ Math
Teachers

REFERENCES

Hoven, J., & Garelick, B. (2007). Singapore math: Simple or complex? Educational

Leadership, 65(3), 28-36.

Klerlein, J. and Hervey, S. (2021). Mathematics as a Complex Problem-Solving Activity.

www.generationready.com

Maputol, E. “The Use of Bar Models in Solving Mathematical Problems: Its Effect on

Academic Performance.” College of Technology and Allied Sciences – Bohol Island

State University

Morin, Lisa L., et al. “The Use of a Bar Model Drawing to Teach Word Problem Solving to

Students With Mathematics Difficulties.” Learning Disability Quarterly, vol. 40, no. 2,

[Hammill Institute on Disabilities, Sage Publications, Inc.], 2017, pp. 91–104,

http://www.jstor.org/stable/44280682.

Polya, G. (1945). How to solve it: a new aspect of mathematical method. Princeton

Univeristy Press. Retrieved from https://psycnet.apa.org/record/1945-02521-000

Singapore Math – Solving Word Problems Using Models. Retrieved from

www.youtube.com/watch?v=fjwik9F6jl4
 15

Singapore Math: The World’s Top PK-8 Math Education. Retrieved from

www.singaporemath.com

Singapore Method: Using the Singapore Bar Models to Solve Problems. Retrieved from

www.smartick.com

Suresh, P., (2019). Understanding Singapore Math. Retrieved from www.thej.academy

The Trends in International Mathematics and Science Study 2019. Retrieved from

www.timss2019.org

FINANCIAL REPORT

Activity Objectives Materials Time Cost Funding

Frame Estimate Source
Research To prepare Paper and Ink December P 1,500.00 Personal
Proposal a research Supplies 2020 Expenses
Writing proposal for
approval in
the SDO
Instructional To prepare Slide January P 500.00 Personal
Materials the Presentations 2021 Expenses
Making instructional
materials
needed in
the conduct
of the study
Data To gather Pretest/Posttest June - P 500.00 Personal
Gathering pertinent administered July 2021 Expenses
and data online
Analysis intended for
the
research
Preparation To prepare Paper and Ink August P 1,000.00 Personal
and the final Supplies 2021 Expenses
Submission draft of the
of Final paper for
Paper submission,
publishing
and
presentation
Total P 3,500.00

APPENDICES

A. Research Instrument Used in the Study

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PRETEST/POSTTEST

Name: ____________________________________________ Score: ____________

Section: ___________________________________________
Instructions: Read each item carefully. Choose the CORRECT answer from the choices.

1. Mr. Tan had 340 apples and Mr. Ng had 226 apples. After Mr. Tan sold 56 apples and Mr.
Ng bought some apples, they both had the same number of apples. How many apples did
Mr. Ng buy?
a. 56 b. 58 c. 114 d. 284
2. Paula and Joan have some beads. If Paula gives Joan 98 beads, they will both have an
equal number of beads. How many more beads does Paula have than Joan if Joan has
280 beads?
a. 182 b. 196 c. 318 d. 476
3. A book costs six times as much as a pen. If the book and the pen cost P175 altogether,
what is the cost of the book?
a. P25 b. P50 c. P150 d. P175
4. Mabel has 30 fewer seashells than Jessie. Kate has thrice as many seashells as Mabel.
The three girls have 425 seashells altogether. How many seashells does Kate have than
Jessie?
a. 79 b. 109 c. 128 d. 237
5. There were 6 times as many women as men in a concert hall. When 144 women left the
hall, there were thrice as many women as men left in the hall. How many adults were
there in the hall at first?
a. 48 b. 144 c. 288 d. 336
6. Gabriel has P48 and Jonathan has P198. How much money must Jonathan give to
Gabriel so that Gabriel will have P28 more than him?
a. P89 b. P109 c. P218 d. P246
7. Keith, John and May shared the cost of a present worth P80. Keith paid P12 less than
John and P20 less than May. How much did John pay for the present?
a. P16 b. P28 c. P48 d. P80
8. A watch and a calculator cost P6,125. The watch cost P1675 more than the calculator.
How much do 3 watches cost?
a. P3900 b. P6125 c. P7800 d. P11700
9. Agnes has a ribbon 235 cm long. She cuts out 3 pieces, A, B, and C. A is thrice as long as
B and B is twice as long as C. She has 10 cm of the ribbon left. What is the length of B?
 17

a. 25 cm b. 50 cm c. 150 cm d. 225 cm
10. A blue rope is thrice as long as a red rope. The difference in length between the blue
rope and the red rope is 390 cm. What is the total length of 2 blue ropes and 1 red rope in
cm?
a. 195 cm b. 390 cm c. 1170 cm d. 1365 cm
11. Kenneth has 3 iron bars. The first iron bar is 25 cm longer than the second bar. The third
bar is twice as long as the first bar. If the total length of the three bars is 4 m 3 cm, what is
the length of the second bar?
a. 82 cm b. 107 cm c. 214 cm d. 403 cm
12. Half a packet of fresh milk is 125 ml. Find the capacity of 10 packets of fresh milk.
Express your answer in l and ml.
a. 250 ml b. 1250 ml c. 2 L d. 2 L 500 ml
13. A bottle has a capacity thrice as much as a glass. If 4 L 16 ml of juice can fill 2 such
bottles and 2 such glasses, how much more juice can a bottle hold than a glass?
a. 8 ml b. 502 ml c. 1004 ml d. 4016 ml
14. The total capacity of three basins P, Q, and R, is 4 l 230 ml. Basin P holds 380 ml more
than basin Q while basin R holds 220 ml less than basin P. What is the capacity of basin
R?
a. 160 ml b. 540 ml c. 1230 ml d. 1390 ml
15. A table has a mass of 28 kg which is 8 times as much as that of a chair. What is the
mass of the table and 4 such chairs in kg?
a. 40 b. 41 c. 42 d. 43
16. The mass of Parcel X is twice as much as Parcel Y. The mass of Parcel Z is thrice as
much as Parcel Y. If the total mass of the 3 parcels is 12 kg 48 g, find the mass of Parcel
Z.
a. 4 kg 16 g b. 6 kg 24 g c. 8 kg 36 g d. 12 kg 48 g
17. John has a mass of 55 kg and is 4 times as heavy as his younger brother. His sister is 5
kg 50 g heavier than his younger brother. What is the total mass of John and his siblings?
a. 73 kg 800 g b. 87 kg 550 g c. 220 kg d. 280 kg 50 g
18. How many halves can you get from 8 wholes?
a. 2 b. 4 c. 8 d. 16
19. Cheryl cut a rock melon into 12 equal pieces. Brian ate 4 pieces and Jess ate 3 pieces.
What fraction of the rock melon was left?
a. 5/12 b. 7/12 c. 5 d. 7
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20. Mrs. Cruz prepared 1 liter of fruit punch. She drank ½ of it and her daughter drank ½ of
the rest. What fraction of the fruit punch was left?
a. 1/8 b. 1/4 c. 1/3 d. 1/2
21. Jaime read 1/5 of a book on a Monday. She read 4 more pages on Tuesday than on
Monday. She read the remaining 56 pages on Wednesday. How many pages did she
read on Tuesday?
a. 12 b. 20 c. 52 d. 60
22. 3/7 of the audience in the theater are men. There are 120 more women than men. How
many people are there in the audience?
a. 360 b. 480 c. 840 d. 960
23. Four girls have 47 beads on the average. 3 of them have 25 beads. 44 beads and 69
beads, respectively. How many beads does the fourth girl have?
a. 25 b. 50 c. 60 d. 75
24. There are 63 marbles in 4 boxes on the average. There are 70 marbles in one of the
boxes. How many marbles are there in the other 3 boxes altogether?
a. 182 b. 189 c. 210 d. 280
25. There are 11 oranges in 7 bags on the average. There are 9 oranges in 4 of the bags on
the average. How many oranges are there in the other 3 bags altogether?
a. 30 b. 36 c. 41 d. 77
26. A typist can type 296 words in 4 minutes. How many words can she type in 7 minutes?
a. 74 b. 296 c. 303 d. 518
27. Lucy has 50% as many beads as Evelyn. Evelyn has 70% as many beads as Rose. If
Rose has 200 beads, how many beads does Lucy have?
a. 70 b. 100 c. 140 d. 200
28. A piece of string, 30 cm long, is divided into two pieces in the ratio 2:3. Find the length of
the longer string.
a. 6 cm b. 12 cm c. 18 cm d. 20 cm
29. A hockey team played a total of 27 matches and the ratio of wins to losses was 7:2. How
many games did the team win?
a. 6 b. 9 c. 12 d. 21
30. If 12 students out of a class of 40 students are in the school football team, what
percentage of the number of students in the class are not in the school football team?
a. 30% b. 50% c. 70% d. 80%

B. Content Validation Form

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Name: ___________________________________
Position: _________________________________

Directions: Please specify your assessment of the attached test instrument by placing a
checkmark (/) in the corresponding columns.
5 – Very Much (VM) 2 – Little (L)
4 – Much (M) 1 – Very Little (VL)
3 – Average (A)

CRITERIA VM M A L VL
1. Are the test items in accordance of the scope and
sequence provided by the Department of Education?
2. Are the test items representatives of the
expectancies in Math 7?
3. Are the test items appropriate to the level of
Grade 7 students?
4. Are the test items easy to be read by the
students?
5. Are the words used in the test suited to the level
of the Grade 7 students?