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2. Related Issuances
a) DepEd Order No. 13, s. 2023: Adoption of the
National Learning Recovery Program in the
Department of Education
b) DepEd Order No. 14, s. 2023: Policy Guidelines
on the Implementation of the National Learning
Camp
4. DepEd Order No. 13, s. 2023: Adoption of the National
Learning Recovery Program in the Department of Education
5. DepEd Order No. 13, s. 2023: Adoption of the National
Learning Recovery Program in the Department of Education
6. DepEd Order No. 13, s. 2023: Adoption of the National
Learning Recovery Program in the Department of Education
7. DepEd Order No. 13, s. 2023: Adoption of the National
Learning Recovery Program in the Department of Education
8. DepEd Order No. 13, s. 2023: Adoption of the National
Learning Recovery Program in the Department of Education
9. • Prioritizing on building foundational skills and
improving learning outcomes, the End-of-
Schoolyear (EOSY) National Mathematics Program
(NMP) aims to strategically support and
accelerate learning progress on the
mathematical fundamental skills and
numeracy among key stage 1 learners.
National Mathematics Program (NMP)
10. • EOSY-NMP aims to provide intensive,
explicit, and learner-centered instruction
aligned with the curriculum supported with
assessment and learning resources.
National Mathematics Program (NMP)
11. Rapid Mathematics Assessment
• The EOSY-NMP begins with a rapid assessment phase
for all learners who will voluntarily participate in
EOSY-NMP.
• RMA refers to the set of carefully crafted assessment
tasks aligned with MELC that aim to identify the
strengths and recognize the current mathematical
knowledge and skills of key stage 1.
Implementation Guidelines of EOSY-NMP
12. Rapid Mathematics Assessment
• This assessment resource package contains a
teacher’s booklet, learner’s assessment materials, and
scoring sheets that will be used as pre- and post-
assessment tools.
• This oral assessment will gauge learners' current
mathematical abilities based on the Most Essential
Learning Competencies (MELC) and identify their
strengths and areas that need improvement.
Implementation Guidelines of EOSY-NMP
13. Rapid Mathematics Assessment
• The RMA pre-assessment will be conducted during
the first week while the post-assessment will happen
on the 5th week.
Implementation Guidelines of EOSY-NMP
Pre-Assessment:
July 31-August 4,
2023
Post-Assessment:
August 28-
September 1, 2023
14. Profiling of Learners using the RMA Results:
Implementation Guidelines of EOSY-NMP
For Enhancement:
Correct answers are
equal or greater than
85% of the total
number of items
For Consolidation:
Correct answers are
75%-84.99% of the total
number of items
For Intervention:
Correct answers are less
than 75% of the total
number of items
18. Math Learning Experience (MLE)
.
MLE
MELCs
Explicit and
Active
Learning
Experience
Math
Foundation
al Skills
Play-based
Collaborati
ve
Hands-on
learning
approaches
20. Math Learning Experience Material (MLEM)
.
set of contextualized teaching and learning
materials that contain a teaching plan,
academic games, worksheets, stories, and
fun math activities target to cater to all
types of learners and developed in line with
the Concrete Pictorial Abstract (CPA)
approach.
22. Teacher Selection
.
Select teachers who possess a strong
mathematical inclination and are well-versed
in the recommended instructional approaches
for delivering math concepts. They should
demonstrate a deep understanding of
foundational mathematical skills and
numeracy.
23. Learners Placement
.
To gain valuable insights into each learner's
mathematical abilities, strengths, and areas
that require improvement must be identified
based on the results of the Rapid
Mathematics Assessment. The assessment
results will help teachers to identify individual
needs, tailor instruction accordingly, and
provide targeted support to enhance
mathematical skills and understanding.
24. Duration
.
5 weeks
July 31-September 1, 2023
Pre-Assessment:
July 31-August 4,
2023
Post-Assessment:
August 28-
September 1, 2023
Math Learning Experience:
August 7-25, 2023
(60-90 minutes focused
Math instruction)
29. Supplementary Materials
.
Available learning resources developed and validated
in regions, divisions, and schools that are parallel with
the scope of MLEM and aligned with the teaching
approaches in the MLEM framework may be used by
teachers to reinforce their delivery and serve as
additional references, formative assessments, and
learning tasks.
31. Grade 1
.
Most Essential Learning Competencies CG Code (MELCs)
Number
Identification
and Discrimination
Reads and writes numbers up to 100 in symbols
and in words
• Compares numbers up to 100 using relational
symbols and orders them in increasing or
decreasing order
• Identifies the number that is one more or one
less than a given number
• Identifies, reads, and writes ordinal numbers:
1st, 2nd, 3rd, up to 10th object in a given set from
a given point of reference
• M1NS-If-9.1
• M1NS – no code •
M1NS-Ib-3
• M1NS – no code
Fractions • Visualizes, represents, and divides a whole into
halves and fourths and identifies ½ and ¼ of a
whole object
• Visualizes and draws the whole region or set
given its ½ and/or ¼
• M1NS- no code •
M1NS-IIId-75
32. Grade 1
.
Most Essential Learning Competencies CG Code (MELCs)
Addition • Illustrates addition as “putting together or combining or
joining sets”
• Visualizes and adds the following numbers using appropriate
techniques:
a. two 1-digit numbers with sums up to 18
b. three 1-digit numbers
c. numbers with sums through 99 without and
with regrouping
• M1NS-IIa-23
• M1NS – no code
Subtraction • Illustrates subtraction as “taking away” or “comparing”
elements of sets
• Visualizes, represents, and subtracts the
following numbers:
a) one-digit numbers with minuends through 18 (basic facts)
b) one- to two-digit numbers with minuends up to 99 without
regrouping
c) one- to two-digit numbers with minuends up to 99 with
regrouping
• M1NS-IIf-24
• M1NS – no
code
33. Grade 1
. Most Essential Learning Competencies CG Code (MELCs)
Geometric
Representation
• identifies, names, and describes the four
basic shapes (square, rectangle,
triangle, and circle) in 2- dimensional
(flat/plane) and 3-dimensional
(solid objects)
• compares and classifies 2-dimensional
(flat/plane0 and 3-dimensional (solid)
figures according to common attributes
• M1GE-IIIe-1
• M1GE-IIIe-2
(K-12 Curriculum)
34. Grade 1
.
Task/Item Most Essential Learning Competencies CG Code (MELCs)
Missing
Shapes in
Patterns
• Determines the missing terms using one
attribute in a given continuous pattern and in
a given repeating pattern
• M1AL – no code
Time
Measurement
• Tells the days in a week, months in a year in
the right order
• Determines the day of the month using a
calendar
• tells and writes time by the hour, half-hour,
and quarter-hour using an analog clock
• M1ME-Iva-1
• M1ME-Iva-2
• M1ME-IVb-3
35. Grade 1
.
Task/Item Most Essential Learning Competencies CG Code (MELCs)
Linear
Measureme
nt
• Compares objects using comparative words:
short, shorter, shortest; long, longer, longest;
heavy, heavier, heaviest; light, lighter, lightest.
• Estimates and measures length, mass, and
capacity using non-standard units of measure
• M1ME-IVc-19
• M1ME – no code
Mass
Measurement
• Compares objects using comparative words:
short, shorter, shortest; long, longer, longest;
heavy, heavier, heaviest; light, lighter, lightest.
• Estimates and measures length, mass, and
capacity using non-standard units of measure
• M1ME-IVc-19
• M1ME – no code
36. Grade 2
.
Task Most Essential Learning Competencies CG Code (MELCs)
Number identification ● Gives the place value and finds the value of a digit in
three-digit numbers
● Reads and writes numbers up to 1000 in symbols and in
words
● Visualizes and writes three-digit numbers in expanded
form
● M2NS-Ib-10.2
● M2NS-Ic-9.2
● M2NS-Ic-14
Number Discrimination ● Compares numbers using relation symbols and orders
numbers up to 1 000 in increasing or decreasing order
● M2NS – no code
Missing Number ● Determines missing term/s in a given continuous pattern
using two attributes
● Determines the missing terms using one attribute in a
given continuous pattern and in a given repeating pattern
● Visualizes and counts numbers by 10s, 50s, 100s
● Compares using relational symbol and arranges in
increasing or decreasing order the unit fractions
● M2AL-IIIj-3
● M1AL – no code
● M2NS-Ib-8.2
● M2NS – no code
37. Grade 2
.
Task Most Essential Learning Competencies CG Code (MELCs)
Addition of Whole
Numbers
● Visualizes, represents, and adds the following numbers
with sums up to 1000 without and with regrouping:
a. 2-digit by 3-digit numbers
b. 3-digit by 3-digit numbers
● Solves routine and non-routine problems involving the
addition of whole numbers including money with sums
up to 1000 using appropriate problem-solving strategies
and tools.
● M2NS – no code
● M2NS-Ij-29.2
Subtraction of Whole
Numbers
● Visualizes, represents, and subtracts 2- to 3- digit
numbers with minuends up to 999 without and with
regrouping.
● Solves routine and non-routine problems involving
subtraction of whole numbers including money with
minuends up to 1000 using appropriate problem-
solving strategies and tools.
● M2NS-IIa-32.5
● M2NS-IIc-34.2
38. Grade 2
.
Task Most Essential Learning Competencies CG Code (MELCs)
Multiplication of Whole
Numbers
● Illustrates and writes a related equation for each type of
multiplication: repeated addition, array, counting by
multiples, and equal jumps on the number line.
● Illustrates the following properties of multiplication and
apply each in a relevant situation: (a) identity, (b) zero, and
(c) commutative.
● Visualizes multiplication of numbers 1 to 10 by 2, 3, 4, 5,
and 10.
● M2NS – no code
● M2NS – no code
● M2NS-IIh-41.1
Division of Whole Numbers ● Visualizes and represents division, and writes a related
equation for each type of situation: equal sharing, repeated
subtraction, equal jumps on the number line, and
formation of equal groups of objects.
● Visualizes division of numbers up to 100 by 2,3,4,5, and
10 (multiplication table of 2, 3, 4, 5, and 10)
● Solves routine and non-routine problems involving the
division of numbers by 2,3,4,5 and 10 and with any of the
other operations of whole numbers including money using
appropriate problem-solving strategies and tools.
● M2NS – no code
● M2NS-IIIb-51.1
● M2NS-IIIc-56.1
39. Grade 2
.
Task Most Essential Learning Competencies CG Code (MELCs)
Geometric Patterns ● Visualizes, identifies, classifies, and describes half-
circles and quarter circles
● Identifies, names, and describes the four basic
shapes (square, rectangle, triangle, and circle) in 2
dimensional and 3-dimensional objects
● Determines missing term/s in a given continuous
pattern using two attributes
● Determines the missing terms using one attribute
in a given continuous pattern and in a given
repeating pattern
● M2GE-IIIg- 5
(K-12 Curriculum)
● M1GE-IIIe-1
● M2AL-IIIj-3
● M1AL – no code
Geometric
Visualization
● Identifies straight lines and curves, flat and curved
surfaces in a 3-dimensional object
● M2GE-IIIi-9
40. Grade 3
.
Task Most Essential Learning Competencies CG Code (MELCs)
Number
Identification
● Identifies odd and even numbers ● M3NS-IIIa-63
Number
Discrimination
● Represents, compares, and arranges dissimilar
fractions in increasing or decreasing order
● M3NS – no code
Missing Number ● Visualizes and represents fractions that are
equal to one and greater than one using
regions, sets, and number line
● Reads and writes fractions that are equal to
one and greater than one in symbols and words
● Determines missing term/s in a given
combination of a continuous and repeating
pattern
● M3NS - no code
● M3NS-IIIb-76.3
● M3AL-IIIj-4
41. Grade 3
.
Task Most Essential Learning Competencies CG Code (MELCs)
Addition of Whole Numbers ● Adds 3- to 4-digit numbers up to three addends with sums
up to 10 000 without and with regrouping
● M3NS-Id-27.6
Subtraction of Whole
Numbers
● Subtracts 3- to 4-digit numbers from 3- to 4-digit
numbers without and with regrouping
● Solves routine and non-routine problems involving
subtraction without or with the addition of whole numbers
including money using appropriate problem-solving
strategies and tools
● M3NS-Ig-32.6
● M3NS - Ii -34.5
Multiplication of Whole
Numbers
● Multiplies numbers:
a. 2- to 3-digit numbers by 1-digit numbers without or with
regrouping
b. 2-digit number by 2-digit numbers with regrouping
c. 2- to 3-digit numbers by multiples of 10 and 100
● Solves routine and non-routine problems involving
multiplication without or with addition and subtraction of
whole numbers including money using appropriate
problem-solving strategies and tools.
● M2NS – no code
● M3NS-IIe-45.3
42. Grade 3
.
Task Most Essential Learning Competencies CG Code (MELCs)
Division of Whole
Numbers
● Visualizes division of numbers up to 100 by 6, 7, 8,
and 9 (multiplication table of 6, 7, 8, and 9).
● Visualizes and states basic division facts of
numbers up to 10.
● Divides numbers without or with the remainder:
a. 2- to 3-digit numbers by 1- to 2- digit numbers
b. 2- to 3-digit numbers by 10 and 100
● M3NS-IIg-51.2
● M3NS-IIg-51.3
● M3NS - no code
Geometric
Visualization
● Recognizes and draws a point, line, line segment,
and ray
● Recognizes and draws parallel, intersecting, and
perpendicular lines
● Visualizes, identifies, and draws congruent line
segments
● M3GE-IIIe-11
● M3GE-IIIf-12.1
● M3GE-IIIf-13
43. School heads
supervise the
implementation and
ensures that the Policy
is communicated to
stakeholders
ROs and SDOs monitor
school’s compliance
with the Policy and
consolidate M&E
reports
CO utilizes M&E results
for policy evaluation
MONITORING AND EVALUATION
MONITORING AND EVALUATION
54. ANNEX 3: (PRETEST)- Determining Least
Mastered Skills
Total Number of Learners/Enrollees:
Task/Item
(copy the all the subskills in the scoring sheet)
Frequency
(number of learners)
Percentage of Learners Who
Met Expectations
Pass Failed
Task A: Number Identification and Discrimination 19
A1a. Reading numb
A1a. Reading number #1
A1b. Reading number #2
A1c. Reading number #3
56. ANNEX 4: (POSTTEST)- Validation of Least
Mastered Skills
Total Number of Learners/Enrollees:
Task/Item
(copy the all the subskills in the scoring sheet)
Frequency
(number of learners)
Percentage of Learners
Who Met Expectations
Pass Failed
Task A: Number Identification and
Discrimination 19 A1a. Reading numb
A1a. Reading number #1
A1b. Reading number #2
A1c. Reading number #3
**
58. ANNEX 5: Learning Gains
Grade Level:
Task/Item
(copy the all the subskills in the scoring sheet)
Mean Score per Subtask Learning Gains
Pretest Posttest
Task A: Number Identification and
Discrimination 19 A1a. Reading numb (19
pts)
A1a. Reading number #1
A1b. Reading number #2
A1c. Reading number #3
