TABLE OF SPECIFICATION

SUBJECT AREA: MATHEMATICS YEAR LEVEL: GRADE LEVEL TAUGHT: 8 GRADING PERIOD: 3RD

COGNITIVE PROCESS DIMENSIONS

Understanding
Remembering
No. of Hours

(Computed)

Application
No. of Items
No. of Items
Percentage
No. of Items

Evaluation

Creating
Analysis
Code
Learning Competency

60% (30) 30% (15) 10% (5)

1 describes a mathematical system. M8GE-IIIa-1 2 7% 3.70 4 4

Define/state

illustrates the need for an axiomatic

structure of a mathematical system in
2 general, and in Geometry in particular: (a) M8GE-IIIa-c-1 5 19% 9.26 9 6 3
defined terms; (b) undefined terms; (c)
postulates; and (d) theorems.
identify/identify/determine

3 illustrates triangle congruence M8GE-IIId-1 2 7% 3.70 3 1 2

identify/explain/illustrate
illustrates the SAS, ASA, and SSS
4 congruence postulates. M8GE-IIId-e-1 2 7% 3.70 3 1 2
define/illustrate

5 solves corresponding parts of congruent M8GE-IIIf-1 5 19% 9.26 9 4 5

triangles.
differentiate/determine/solve/explain

6 proves two triangles are congruent. M8GE-IIIg-1 4 15% 7.41 8 6 2

dicuss/analyze/illustrate

7 proves statements on triangle congruence. M8GE-IIIh-1 3 11% 5.56 6 2 4

classify/proves

8 applies triangle congruence to construct M8GE-IIIi-j-1 4 15% 7.41 8 5 1 2

perpendicular lines and angle bisectors.
apply/distuguish/illustrate/draw
TOTAL 27 100% 50 50 12 16 3 12 0 5
 TABLE OF SPECI
SUBJECT AREA:
No. of Items

Learning Competency Learning Objectives

At the end of the lesson the learner should

• Illustrates situations that involve the
1 following variations (a) direct, (b) inverse,
(c) joint and (d) combined.
be:
a. Define the four kinds of variation; (a)
direct; (b) inverse; (c) joint; (d) combined
b. Describe the situation that involved
the following variation
c. Illustrates situations that involve the
following variations (a) direct, (b) inverse,
(c) joint and (d) combined.

At the end of the lesson the learner should

be:
a. Identify translates into variation
statement a relationship between two
quantities given by: (a) a table of values; (b)
a mathematical equation; (c) a graph, and
vice versa; b.
• translates into variation statement a
Illustrate translates into variation statement
relationship between two quantities given a relationship between two quantities given
2 by: (a) a table of values; (b) a mathematical by: (a) a table of values; (b) a mathematical
equation; (c) a graph, and vice versa;
• solves problem equation; (c) a graph,c.and
vice versa;
Apply relationship
involving variation;
between two quantities given by: (a) a table
of values; (b) a mathematical equation; (c) a
graph, and vice versa;
d. Solves problems involving variation
given by: (a) a table of values; (b) a
mathematical equation; (c) a graph, and vice
versa;
 At the end of the lesson the learner
should be: a.
Name the laws of exponents b.
·       applies laws involving positive integral
3 exponents to zero and negative integral Simplify exponential expression using
the laws of integral exponents c.
exponents; Apply laws involving positive integral
exponents to zero and negative integral
exponents;

At the end of the lesson the learner should

be:
•simplifies expressions with rational a. Define rational exponents b.
exponents;
4 Distinguish expressions with rational
•writes expressions with rational exponents exponents from non- rational exponents
as radicals and vice versa. M9AL-IIf-1 c. Simplify expressions with rational
exponents

5 •derives the laws of radicals.

At the end of the lesson the learner should
be:
a. Illustrate the laws of radicals b.
Classify the radicals expression using the law
of radicals c.
• simplifies radical expressions using the Simplify the radicals expression using the
6
laws of radicals. law of radicals
d. Simplifies radical expression using the
laws of radicals

• performs operations on radical

7 At the end of the lesson the learner should
expressions.
be:
• solves equations involving radical a. Performs operations on radical
8
expressions. expressions. b. Solve
radical equations with two radicals c. Solve
9 •solves problems involving radicals. the problem involving radicals

TOTAL
OF SPECIFICATION
MATHEMATICS YEAR LEVEL: GRADE LEVEL TAUGHT: 9 GRADING PERIOD:

COGNITIVE PROCESS DIMENSIONS

Understanding
Remembering

Application

Evaluation
No. of Hours

(Computed)
No. of Items

No. of Items
Percentage

Analysis
Code

60% (30) 30% (15) 10% (5)

M9AL-IIa- 3 5.56 6 1,2,3 4,5,6

1 11%

M9AL-IIa-
b-1 3 5.56 6 7 8 9 10,11 12
M9AL-IIb- 11%
c-1
M9AL-IId-
3 11% 5.56 6 13,14 15,16 17,18
1

M9AL-IIe-
1
3 11% 5.56 6 19,20 21,22 23 24
M9AL-IIf-
1

M9AL-IIf-
3 11% 5.56 6 25,26 27,28 29 30
2

M9AL-IIg-
3 11% 5.56 5 31 32 33 34 35
1.

M9AL-IIh-
3 11% 5.56 5 36,37 38,39 40
1

M9AL-IIi-1 3 11% 5.56 5 41 42 43 44 45

M9AL-IIj-1 3 11% 5.56 5 46 47 48 49 50

27 100% 50 50 15 15 7 8 5
 3RD

MENSIONS
Creating

10% (5)
0