Republic of the Philippines

Department of Education
Weekly Learning Session Guide for Teacher Training and Lesson Sessions on HOTS

Week/Learning Session Mathematics Week 2 Learning Session 2

Title of the Session Strengthening HOTS in Mathematics
Session Overview This session is designed to empower 15-year-old learners to develop their higher-order
thinking skills by adopting a holistic approach that seamlessly integrates Social and
Emotional Learning (SEL). By recognizing that critical thinking, problem-solving, and
decision-making are deeply connected to emotional regulation, self-awareness, and
interpersonal skills, the session aims to cultivate both cognitive and emotional
competencies. Through guided activities and reflective practices, participants will discover
how SEL can enhance their capacity for higher-order thinking, enabling them to approach
complex tasks with confidence, creativity, and collaboration.

The session includes the Khan Academy Practice Test (Sets 3 and 4), a collaborative
discussion of answers, and activities incorporating socio-emotional learning (SEL) prompts
to foster a supportive and engaging learning environment.

Objectives By the end of the session, learners will be able to:

1. Answer items in a mathematics practice test (Sets 3 and 4) independently.
2. Strengthen students’ core competencies in Mathematics through targeted learning
sessions designed to improve comprehension, critical thinking, and problem-solving
skills.
3. Analyze and discuss the correct answers to deepen their understanding of
mathematical concepts.
4. Develop social and emotional skills that enable students to understand and manage
their emotions, build positive relationships, make responsible decisions, and
effectively cope with challenges in both academic and real-life situations.

Session Schedule and Date: January 31, 2025 Duration: One (1) Hr.
Duration:
Expected Outputs • Completed the sets of the practice test.
• Enhanced understanding of key mathematical concepts through facilitated
discussions.
• Reflections on learning and personal insights from SEL prompts.
Learning Resource Materials • Slide deck
• Khan Academy Practice Sets 3 and 4
References
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). The CASEL
guide to schoolwide social and emotional learning. CASEL. Retrieved from [Link]

Organization for Economic Co-operation and Development (OECD). PISA Released Items:
Questions and Scoring Guides. Accessed January 10, 2025.
[Link]

Schedule Detailed Description of Methodology/Activities Learner’s Materials

(Time Output (Slide
distribution) Number)
Welcome and Introduction
9:00 a.m. - • Greet learners warmly, check attendance and create a positive atmosphere. Responses to Slide ___
9:05 a.m. the questions

(5 min) S-E-L Ready

o Directions:
Stand with your feet slightly apart.
Sway gently side to side, keeping your arms loose.
Pause and stretch both arms overhead while inhaling deeply.
Slowly bring your arms down as you exhale.
o Say, "Have you ever faced a situation where you thought, ‘I’m not sure I
can do this,’ but then you surprised yourself and got through it? What
did you do that helped you succeed?"
o Say, Moments like that show how capable you really are. Even when
things seem tough, you find a way forward. The great thing is that the
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 skills you use to overcome those challenges—like staying calm, staying
focused, or asking for help
o Say, " Everybody say, “I can overcome challenges!”

9:05 a.m. - Strengthening HOTS

9:25a.m. Completed test Slide ___
items
(20 min) • Let the learners open the Khan Academy Platform
([Link] and log-in to their accounts.
• Provide the learners with Class Code (has been provided during the first
session) and let them answer the Mathematics Practice Set 3 and 4 on their
own.
• Encourage them read the items carefully and to apply critical thinking and
problem-solving skills to each of the items.

PISA MATHEMATICS SETS 3 and 4

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9:25 a.m. –
9:30 a.m. Responses to Slide ___
(5 min) S-E-L Set Brain Break the questions

o Ask, are you feeling challenged?

o Say, the great thing is that the skills you use to overcome challenges—
like staying calm, staying focused, or asking for help. the more you
practice them, the stronger you become in overcoming challenges.
o Say, " Everybody say, “I can overcome challenges!”

9:30 a.m. - Post Inquiry/ Analyzing of Test Items

9:55a.m. Review each item on the practice test. Responses to Slide ___
(25 min) • Discuss the correct answer, explaining the reasoning and underlying scientific the questions
concepts.
• Address misconceptions and encourage learners to ask questions.

May use collaborative approaches (e.g., pair sharing or small group discussions) to
engage learners actively.

(Refer to the attached Answer to items)

9:55 a.m. – S-E-L Go

10:00 a.m. o Say, how did you face this situation? Responses to Slide ___
(5 min) o Say, overcoming challenges don’t come from being perfect—it comes the questions
from showing up, trying, and learning as you go. Challenges are just
opportunities to grow stronger.
o Say, " Everybody say, “I can overcome challenges!

Closing
• Thank the learners for their active participation.
• Provide needed announcements and reminders.

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 MATHEMATICS PAST PISA PRACTICE TEST SET 3

SET 3
Item #1
CARPENTER CARPENTER
Question 1/1
Circle either “Yes” or “No” for each design to indicate whether the garden bed can be made with 32
Refer to the statements and diagram on the right. meters of timber.
Choose 1 answer.

A carpenter has 32 meters of timber and wants to make

a border around a garden bed. He is considering the
following designs for the garden bed.

CORRECT ANSWER All four correct: Yes, No, Yes, Yes in that order.
EXPLANATION Option A: The total length of all the vertical sides on the left of the figure is 6 m. Same on the right of
the figure which is also 6 m. The total length of the horizontal sides on the top of the figure is 10 m
and the bottom side is also 10 m. Hence, the total is 6 𝑚 + 6 𝑚 + 10 𝑚 + 10 𝑚 = 32 𝑚.

Option B: The length of the left and right sides of the figure is greater than 6 m since it is a bit slanted.
Then, the lengths of both the top and bottom side of the figure each measure 10 m. Hence, the total
length is greater than 32 m.
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 Option C: The total length of all the vertical sides on the left of the figure is 6 m. Same on the right of
the figure which is also 6 m. The total length of the horizontal sides on the top of the figure is less than
10 m and the bottom side is also less than 10 m. Hence, the total length is less than 32 m.

Option D: Each of the left and right sides of the figure measure 6 m. Each of the top and bottom sides
of the figure measure 10 m. Hence, the total is 6 𝑚 + 6 𝑚 + 10 𝑚 + 10 𝑚 = 32 𝑚.
Item #2
INTERNET RELAY CHAT INTERNET RELAY CHAT
Question 1/2
Mark (from Sydney, Australia) and Hans (from Berlin, Germany) often communicate with each other
Refer to the statements and diagram on the right. using “chat” on the Internet. They have to log on to the Internet at the same time to be able to chat. To
Choose 1 answer. find a suitable time to chat, Mark looked up a chart of world times and found the following:

At 7:00 PM in Sydney, what time is it in Berlin?

CORRECT ANSWER 10 AM or 10:00

EXPLANATION The time interval between 7:00 PM in Sydney and 10:00 AM in Sydney is 9 hours. Hence, adding 9
hours in Berlin will result to 10:00 AM in Berlin.
Item #3
INTERNET RELAY CHAT INTERNET RELAY CHAT
Question 2/2
Mark (from Sydney, Australia) and Hans (from Berlin, Germany) often communicate with each other
Refer to the statements and diagram on the right. using “chat” on the Internet. They have to log on to the Internet at the same time to be able to chat. To
Choose 1 answer. find a suitable time to chat, Mark looked up a chart of world times and found the following:

Mark and Hans are not able to chat between 9:00 AM

and 4:30 PM their local time, as they have to go to
school. Also, from 11:00 PM till 7:00 AM their local
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time they won’t be able to chat because they will be
sleeping.
When would be a good time for Mark and Hans to chat?
Write the local times in the table.

CORRECT ANSWER Any time or interval of time satisfying the 9 hours’ time difference and taken from one
of these intervals:
• Sydney: 4:30 PM – 6:00 PM; Berlin: 7:30 AM – 9:00 AM
• Sydney: 7:00 AM – 8:00 AM; Berlin: 10:00 PM – 11:00 PM
• Sydney 17:00, Berlin 8:00.

Note: If an interval is given, the entire interval must satisfy the constraints. Also, if morning (AM) or
evening (PM) is not specified, but the times could otherwise be regarded as correct, the response
should be given the benefit of the doubt and counted as correct.
EXPLANATION Any time or interval of time satisfying the 9 hours’ time difference and taken from one
of these intervals:
• Sydney: 4:30 PM – 6:00 PM; Berlin: 7:30 AM – 9:00 AM
• Sydney: 7:00 AM – 8:00 AM; Berlin: 10:00 PM – 11:00 PM
• Sydney 17:00, Berlin 8:00.
Item #4
EXCHANGE RATE EXCHANGE RATE
Question 1/3
Mei-Ling from Singapore was preparing to go to South Africa for 3 months as an exchange student.
Refer to the statements and diagram on the right. She needed to change some Singapore dollars (SGD) into South African rand (ZAR).
Choose 1 answer.

Mei-Ling found out that the exchange rate between

Singapore dollars and South African rand was:
1 SGD = 4.2 ZAR

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Mei-Ling changed 3000 Singapore dollars into South
African rand at this exchange rate.
How much money in South African rand did Mei-Ling
get?
CORRECT ANSWER 12 600 ZAR (unit not required).
EXPLANATION 1 𝑆𝐺𝐷 = 4.2 𝑍𝐴𝑅

4.2 𝑍𝐴𝑅
3000 𝑆𝐺𝐷 × = 12600 𝑍𝐴𝑅
1 𝑆𝐺𝐷
Item #5
EXCHANGE RATE EXCHANGE RATE
Question 2/3
Mei-Ling from Singapore was preparing to go to South Africa for 3 months as an exchange student.
Refer to the statements and diagram on the right. She needed to change some Singapore dollars (SGD) into South African rand (ZAR).
Choose 1 answer.

On returning to Singapore after 3 months, Mei-Ling had

3 900 ZAR left. She changed this back to
Singapore dollars, noting that the exchange rate had
changed to:
1 SGD = 4.0 ZAR
How much money in Singapore dollars did Mei-Ling
get?
CORRECT ANSWER 975 SGD (unit not required).
EXPLANATION 1 𝑆𝐺𝐷 = 4.0 𝑍𝐴𝑅

1 𝑆𝐺𝐷
3900 𝑍𝐴𝑅 × = 975 𝑆𝐺𝐷
4 𝑍𝐴𝑅

Item #6
EXCHANGE RATE EXCHANGE RATE
Question 3/3
Mei-Ling from Singapore was preparing to go to South Africa for 3 months as an exchange student.
Refer to the statements and diagram on the right. She needed to change some Singapore dollars (SGD) into South African rand (ZAR).
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Choose 1 answer.

During these 3 months the exchange rate had changed

from 4.2 to 4.0 ZAR per SGD.
Was it in Mei-Ling’s favour that the exchange rate now
was 4.0 ZAR instead of 4.2 ZAR, when she changed her
South African rand back to Singapore dollars? Give an
explanation to support your answer.
CORRECT ANSWER Yes
EXPLANATION • Yes, by the lower exchange rate (for 1 SGD) Mei-Ling will get more Singapore
dollars for her South African rand.
• Yes, 4.2 ZAR for one dollar would have resulted in 929 ZAR. [Note: student wrote ZAR
instead of SGD, but clearly the correct calculation and comparison have been carried out and
this error can be ignored]
• Yes, because she received 4.2 ZAR for 1 SGD, and now she has to pay only 4.0 ZAR to get 1
SGD.
• Yes, because it is 0.2 ZAR cheaper for every SGD.
Item #7
EXPORTS EXPORTS
Question 1/2
The graphics below show information about exports from Zedland, a country that uses zeds as its
Refer to the statements and diagram on the right. currency.
Choose 1 answer.

What was the total value (in millions of zeds) of exports

from Zedland in 1998?

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CORRECT ANSWER 27.1 million zeds or 27 100 000 zeds or 27.1 (unit not required).
EXPLANATION By looking at the graph, the answer is 27.1 million zeds.
Item #8
EXPORTS EXPORTS
Question 2/2
The graphics below show information about exports from Zedland, a country that uses zeds as its
Refer to the statements and diagram on the right. currency.
Choose 1 answer.

What was the value of fruit juice exported from Zedland

in 2000?
A. 1.8 million zeds.
B. 2.3 million zeds.
C. 2.4 million zeds.
D. 3.4 million zeds.
E. 3.8 million zeds.
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CORRECT ANSWER E. 3.8 million zeds.
EXPLANATION Looking at the bar graph, the total annual exports in year 2000 is 42.6 million zeds. Since 9% of the
total annual exports is composed of fruit juice based on the pie chart, then the value of fruit juice
exported from Zedland in 2000 is 42.6 𝑚𝑖𝑙𝑙𝑖𝑜𝑛 𝑧𝑒𝑑𝑠 × 0.09 = 3.834 𝑚𝑖𝑙𝑙𝑖𝑜𝑛 𝑧𝑒𝑑𝑠 which is
approximately 3.8 million zeds.
Item #9
COLORED CANDIES COLORED CANDIES
Question 1/1

Refer to the statements and diagram on the right.

Choose 1 answer.

Robert’s mother lets him pick one candy from a bag. He

can’t see the candies. The number of candies of each
colour in the bag is shown in the following graph. What
is the probability that Robert will pick a red candy?
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A. 10%
B. 20%
C. 25%
D. 50%

CORRECT ANSWER B. 20%.

EXPLANATION Based on the bar graph, there are 6 red, 5 orange, 3 yellow, 3 green, 2 blue, 4 pink, 2 purple, and 5
brown candies which has a total of 6 + 5 + 3 + 3 + 2 + 4 + 2 + 5 = 30 candies. Hence, the
6
probability of getting a red candy is 30 = 0.2 or 20%.

Item #10
SCIENCE TESTS SCIENCE TESTS
Question 1/1
In Mei Lin’s school, her science teacher gives tests that are marked out of 100. Mei Lin has an average
of 60 marks on her first four Science tests. On the fifth test she got 80 marks.
What is the average of Mei Lin’s marks in Science after
all five tests?
CORRECT ANSWER 64
EXPLANATION Having an average of 60 in the first four tests means that the sum of her marks on the first four tests is
4 × 60 = 240. Since her score in the fifth test is 80, then her total score in the five tests is 240 + 80 =
320. Therefore, her average mark for the five tests is 320 ÷ 5 = 64.

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 MATHEMATICS PAST PISA PRACTICE TEST SET 4

ITEM #18.1 SET 4

Which of the following best reflects the EARTHQUAKE

meaning of the geologist’s statement?
A documentary was broadcast about earthquakes and how often earthquakes occur. It included a discussion
2
A. x 20 = 13.3, so between 13 and 14 about the predictability of earthquakes.
3
years from now there will be an
A geologist stated: “In the next twenty years, the chance that an earthquake will occur in Zed City is two out
earthquake in Zed City.
2 1 of three”.
B. is more than , so you can be sure
3 2
there will be an earthquake in Zed City
at some time during the next 20 years.
C. The likelihood that there will be an
earthquake in Zed City at some time
during the next 20 years is higher than
the likelihood of no earthquake.
D. You cannot tell what will happen,
because nobody can be sure when an
earthquake will occur.

CORRECT ANSWER Full Credit: C. The likelihood that there will be an earthquake in Zed City at some time during the next 20
years is higher than the likelihood of no earthquake.
No credit: other responses and missing

EXPLANATION For this task, learners need to understand that the geologist’s statement about a “two out of three chance”
refers to probability, which measures the likelihood of an event occurring but does not guarantee it. The correct
interpretation is that the likelihood of an earthquake in Zed City within the next 20 years is greater than the
likelihood of no earthquake, making C the best answer. This highlights that probabilities greater than 50%
indicate a higher chance of an event occurring, without implying certainty. Misinterpretations like A which
tries to calculate an exact time, and B which assumes certainty, demonstrate a misunderstanding of probability.
Similarly, D dismisses the information provided by probability. This task encourages learners to apply critical
thinking to probabilistic statements and distinguish between likelihood and certainty.

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ITEM #16.1 SET 4

BOOKSHELVES
How many sets of bookshelves can the To complete one set of bookshelves a carpenter needs the following components:
carpenter make? The carpenter has in stock 26 long wooden panels, 33 short wooden panels, 200 small clips, 20 large clips and
510 screws.
Answer: ________________

CORRECT ANSWER Full Credit: 5

No credit: other responses and missing

EXPLANATION For this task, learners need to determine how many complete sets of bookshelves the carpenter can make by
analyzing the stock of each component and calculating the limiting factor. Each set requires 4 long wooden
panels, 6 short wooden panels, 12 small clips, 2 large clips, and 14 screws. Dividing the stock of each
component by the required amount per set gives the maximum possible sets for each component: 26 ÷ 4 = 6.5
(rounded down to 6), 33 ÷ 6 = 5.5 (rounded down to 5), 200 ÷ 12 = 16, 20 ÷ 2 = 10, and 510 ÷ 14 = 36. Since
the number of sets is limited by the component with the smallest value, the carpenter can make a maximum of
5 complete sets of bookshelves. This task helps learners practice division, identifying constraints, and applying
logical reasoning to solve real-world problems.

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ITEM #19.1 SET 4

CHOICES
How many different combinations can Ross
choose from? In a pizza restaurant, you can get a basic pizza with two toppings: cheese and tomato. You can also make up
your own pizza with extra toppings. You can choose from four different extra toppings: olives, ham,
Answer: ________________ mushrooms and salami.

Ross wants to order a pizza with two different extra toppings.

CORRECT ANSWER Full Credit: 6

No credit: other responses and missing

EXPLANATION For this task, learners need to determine how many unique combinations of two extra toppings Ross can
choose from the four available options: olives, ham, mushrooms, and salami. Since the order in which the
𝑛
toppings are chosen does not matter, this is a combination problem. The formula for combinations is ( ) =
𝑟
𝑛!
, where n is the total number of items to choose from, and r is the number of items chosen.
𝑟!(𝑛−𝑟)!
4 4! 4𝑥3
Substituting n = 4 and r = 2, we calculate ( ) = 2!(4−2)! = 2𝑥1 = 6. Thus, Ross can choose from 6 different
2
combinations: olives and ham, olives and mushrooms, olives and salami, ham and mushrooms, ham and
salami, or mushrooms and salami. This task helps learners practice applying combination formulas and
understanding the difference between permutations and combinations.

ITEM #21.1 SET 4

SKATEBOARD
Eric wants to assemble his own skateboard. Eric is a great skateboard fan. He visits a shop named SKATERS to check some prices. At this shop you can
What is the minimum price and the maximum buy a complete board. Or you can buy a deck, a set of 4 wheels, a set of 2 trucks and a set of hardware, and
price in this shop for self-assembled assemble your own board. The prices for the shop’s products are:
skateboards?

(a) Minimum price: ________zeds.

(b) Maximum price: ________zeds.

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CORRECT ANSWER Full credit: Both the minimum (80) and the maximum (137) correct.
Partial credit: Only the minimum (80) correct or only the maximum (137) correct.
No credit: Other responses and missing.

EXPLANATION For this task, learners need to calculate the minimum and maximum prices for assembling a skateboard from
individual parts in the shop. The parts and their prices are as follows: a deck (40, 60, or 65 zeds), a set of 4
wheels (14 or 36 zeds), a set of 2 trucks (16 zeds), and a set of hardware (10 or 20 zeds). To find the minimum
price, select the lowest price for each part: 40 (deck) + 14 (wheels) + 16 (trucks) + 10 (hardware) = 80 zeds.
For the maximum price, select the highest price for each part: 65 (deck) + 36 (wheels) + 16 (trucks) + 20
(hardware) = 137 zeds. This task helps learners practice identifying and working with minimum and maximum
values.

ITEM #21.2 SET 4

SKATEBOARD
The shop offers three different decks, two Eric is a great skateboard fan. He visits a shop named SKATERS to check some prices. At this shop you can
different sets of wheels and two different sets of buy a complete board. Or you can buy a deck, a set of 4 wheels, a set of 2 trucks and a set of hardware, and
hardware. There is only one choice for a set of assemble your own board. The prices for the shop’s products are:
trucks. How many different skateboards can
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Eric construct?

A. 6
B. 8
C. 10
D. 12

CORRECT ANSWER Full credit: D. 12

No credit: Other responses and missing.

EXPLANATION For this task, learners need to calculate the total number of different skateboards Eric can construct by
considering all possible combinations of the shop's components. The shop offers 3 choices for decks, 2 choices
for sets of wheels, 2 choices for sets of hardware, and only 1 choice for a set of trucks. To find the total number
of combinations, multiply the number of choices for each component: 3×2×2×1=12. Therefore, Eric can
construct 12 different skateboards, making D. 12 the correct answer.

ITEM #21.3 SET 4

SKATEBOARD
Eric has 120 zeds to spend and wants to buy the Eric is a great skateboard fan. He visits a shop named SKATERS to check some prices. At this shop you can
most expensive skateboard he can afford. How buy a complete board. Or you can buy a deck, a set of 4 wheels, a set of 2 trucks and a set of hardware, and
much money can Eric afford to spend on each assemble your own board. The prices for the shop’s products are:
of the 4 parts? Put your answer in the table
below.

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 Part Amount (zeds)
Deck
Wheels
Trucks
Hardware

CORRECT ANSWER Full credit: 65 zeds on a deck, 14 on wheels, 16 on trucks and 20 on hardware.
No credit: Other responses and missing.

EXPLANATION For this task, learners need to allocate Eric's 120 zeds budget across the four parts of the skateboard (deck,
wheels, trucks, and hardware) to maximize the price of each part while staying within the total budget. The
most expensive options for each component are: deck (65 zeds), wheels (36 zeds), trucks (16 zeds), and
hardware (20 zeds). Adding these gives a total of 65+36+16+20=137 zeds, which exceeds Eric’s budget. To
stay within 120 zeds, Eric can adjust by selecting slightly cheaper options. For example, choosing the deck for
60 zeds, wheels for 36 zeds, trucks for 16 zeds, and hardware for 10 zeds totals 60+36+16+10=122, which is
still over budget. Instead, Eric could select the deck for 65 zeds, wheels for 14 zeds, trucks for 16 zeds, and
hardware for 20 zeds, totaling 65+14+16+20=115. Learners must use reasoning and iteration to find the best
allocation.

ITEM #22.1 SET 4

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 STAIRCASE
What is the height of each of the 14 steps?

Height: _____________ cm.

The diagram above illustrates a staircase with 14 steps and a total height of 252 cm:

CORRECT ANSWER Full credit: 18

No credit: Other responses and missing.

EXPLANATION For this task, learners need to calculate the height of each step in a staircase with 14 steps and a total height of
252 cm. To find the height of each step, divide the total height of the staircase by the number of steps: 252
÷14=18. Therefore, each step is 18 cm high. This task helps learners practice dividing whole numbers and
applying mathematical reasoning to real-world measurements.

ITEM #23.1 SET 4

NUMBER CUBES
Which of the following shapes can be folded Dice are special number cubes for which the following rule applies: The total number of dots on two opposite
together to form a cube that obeys the rule that faces is always seven.
the sum of opposite faces is 7? For each shape,
circle either “Yes” or “No” in the table below:

Shape Obeys the rule that the

sum of opposite faces is
7?
I Yes / No
II Yes / No
III Yes / No
IV Yes / No
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 You can make a simple number cube by cutting, folding and gluing cardboard. This can be done in many
ways. In the figure below you can see four cuttings that can be used to make cubes, with dots on the sides.

CORRECT ANSWER Full credit: No, Yes, Yes, No, in that order.
No credit: Other responses and missing.

EXPLANATION For this task, learners need to analyze given shapes representing unfolded dice based on the illustrated shapes
and determine which can be folded into a cube where the sum of dots on opposite faces equals 7. To solve
this, learners must check if each pair of faces that will become opposite when the cube is folded satisfies the
rule. This involves visualizing how the flat shape folds into a cube and identifying which faces will be opposite
each other. This task develops spatial reasoning and logical thinking, as learners must mentally manipulate the
shapes and verify the conditions for a valid die.

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